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Article: Reciprocal modelling of Japanese university students’ regulation strategies and motivational deficits for studying

TitleReciprocal modelling of Japanese university students’ regulation strategies and motivational deficits for studying
Authors
KeywordsRegulation strategies
Motivational deficits
Reciprocal modelling
Longitudinal modelling
Studying at university
GPA
Issue Date2016
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif
Citation
Learning and Individual Differences, 2016, v. 51, p. 220-228 How to Cite?
AbstractWhile researchers have proposed a reciprocal relationship between why and how students study, scant research has effectively tested this model. The current study tests this model with first-year students, after one month at university and again in the final month of their first year. Participating students (n = 933) enrolled across 6 faculties were studying at one private Japanese university in Western Japan. All students reported their motivational deficits for studying and their regulation strategies at two time points. Longitudinal structural equation modelling, which incorporated gender as a predictor and Grade Point Average as an outcome, was undertaken. Modelling identified: 1) self-regulation and lack of (but not external) regulation as important predictors of future motivations; 2) task valuation and effort beliefs as key determinants of future self-regulation; 3) ability beliefs as the key predictor of future achievement. Implications for theory and practice are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/236954
ISSN
2017 Impact Factor: 1.42
2015 SCImago Journal Rankings: 1.057
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.contributor.authorGinns, P-
dc.contributor.authorWalker, RA-
dc.date.accessioned2016-12-20T06:08:03Z-
dc.date.available2016-12-20T06:08:03Z-
dc.date.issued2016-
dc.identifier.citationLearning and Individual Differences, 2016, v. 51, p. 220-228-
dc.identifier.issn1041-6080-
dc.identifier.urihttp://hdl.handle.net/10722/236954-
dc.description.abstractWhile researchers have proposed a reciprocal relationship between why and how students study, scant research has effectively tested this model. The current study tests this model with first-year students, after one month at university and again in the final month of their first year. Participating students (n = 933) enrolled across 6 faculties were studying at one private Japanese university in Western Japan. All students reported their motivational deficits for studying and their regulation strategies at two time points. Longitudinal structural equation modelling, which incorporated gender as a predictor and Grade Point Average as an outcome, was undertaken. Modelling identified: 1) self-regulation and lack of (but not external) regulation as important predictors of future motivations; 2) task valuation and effort beliefs as key determinants of future self-regulation; 3) ability beliefs as the key predictor of future achievement. Implications for theory and practice are discussed.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif-
dc.relation.ispartofLearning and Individual Differences-
dc.rightsPosting accepted manuscript (postprint): © <year>. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/-
dc.subjectRegulation strategies-
dc.subjectMotivational deficits-
dc.subjectReciprocal modelling-
dc.subjectLongitudinal modelling-
dc.subjectStudying at university-
dc.subjectGPA-
dc.titleReciprocal modelling of Japanese university students’ regulation strategies and motivational deficits for studying-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.lindif.2016.08.032-
dc.identifier.hkuros270924-
dc.identifier.volume51-
dc.identifier.spage220-
dc.identifier.epage228-
dc.identifier.isiWOS:000388156800024-
dc.publisher.placeUnited Kingdom-

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