ERIC Number: EJ1284915
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2295-3159
EISSN: N/A
Exploring Differences in Psychological Well-Being and Self-Regulated Learning in University Student Success
Davis, Sarah K.; Hadwin, Allyson F.
Frontline Learning Research, v9 n1 p30-43 2021
Worldwide, there are increasing concerns about postsecondary students' mental health and how student success is implicated. Previous research has established psychological well-being and self-regulated learning are important components of student success, however, there is a paucity of research examining the interplay between these factors during a semester-long course. In this study, 118 students in a learning-to-learn elective university course completed nine weekly online planning and reflection tools. Students planned for a study session, completed an academic engagement and a psychological well-being measure, then reflected on a challenge faced and described the strategy chosen to overcome that challenge. Findings revealed (a) students who reported always attaining their goals also reported higher overall psychological well-being, and (b) within-person patterns of psychological well-being and academic engagement over time may affect regulatory responses to challenge or vice versa. Implications for theory, research, and practice are discussed.
Descriptors: Mental Health, Self Management, Metacognition, Study Skills, Elective Courses, Undergraduate Students, Academic Achievement, Goal Orientation, Learner Engagement, Well Being
European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A