ERIC Number: ED465335
Record Type: Non-Journal
Publication Date: 2002-Apr
Reference Count: N/A
Social Cognitive Factors Associated with the Academic Self-Regulation of Undergraduate College Students in a Learning and Study Strategies Course.
Jakubowski, Terrance G.; Dembo, Myron H.
The purpose of this study was to examine the relationships among academic achievement, academic self-regulation, and four social cognitive characteristics: (1) self-efficacy; (2) anxiety; (3) identity style; and (4) stage of change. Participants were 210 college students enrolled in a learning and study strategies course at a private research university. Self-regulation was significantly related to academic achievement. Self-efficacy, stage of change, and identity style were not directly related to academic achievement, but were significantly related to self-regulation. Path analyses found that the relationships between the social-cognitive factors and academic achievement were mediated by self-regulation. (Contains 2 figures, 7 tables, and 65 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A