Relationships between regulation strategies, emotional and behavioral engagement, and academic achievement
This study examined relationships among regulation strategies, emotional and behavioral engagement, and academic achievement. Regulation strategies included metacognitive and motivational regulation strategies. Motivational regulation strategies have three subtypes: autonomous regulation strategies,...
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| Veröffentlicht in: | Shinrigaku kenkyū 2016, Vol.87(4), pp.334-342 |
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| Sprache: | eng ; jpn |
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| container_end_page | 342 |
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| container_issue | 4 |
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| container_title | Shinrigaku kenkyū |
| container_volume | 87 |
| creator | Umemoto, Takatoyo Ito, Takamichi Tanaka, Kenshiro |
| description | This study examined relationships among regulation strategies, emotional and behavioral engagement, and academic achievement. Regulation strategies included metacognitive and motivational regulation strategies. Motivational regulation strategies have three subtypes: autonomous regulation strategies, cooperative strategies, and performance strategies. A self-reported survey was administered to 199 undergraduates from four universities, and an examination was conducted three months after the survey. Path analysis showed that use of metacognitive strategies was positively correlated with test scores, mainly through behavioral engagement. Moreover, use of autonomous regulation strategies was positively correlated with emotional engagement. Emotional engagement was positively correlated with test scores via behavioral engagement. On the other hand, use of performance strategies was negatively correlated with emotional engagement. Use of cooperative strategies was not correlated with engagement. These results indicate that each regulation strategy has a different function in learning, and that engagement mediates the relationships between various regulation strategies and academic achievement. |
| doi_str_mv | 10.4992/jjpsy.87.15020 |
| format | Article |
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Regulation strategies included metacognitive and motivational regulation strategies. Motivational regulation strategies have three subtypes: autonomous regulation strategies, cooperative strategies, and performance strategies. A self-reported survey was administered to 199 undergraduates from four universities, and an examination was conducted three months after the survey. Path analysis showed that use of metacognitive strategies was positively correlated with test scores, mainly through behavioral engagement. Moreover, use of autonomous regulation strategies was positively correlated with emotional engagement. Emotional engagement was positively correlated with test scores via behavioral engagement. On the other hand, use of performance strategies was negatively correlated with emotional engagement. Use of cooperative strategies was not correlated with engagement. These results indicate that each regulation strategy has a different function in learning, and that engagement mediates the relationships between various regulation strategies and academic achievement.</description><identifier>ISSN: 0021-5236</identifier><identifier>EISSN: 1884-1082</identifier><identifier>DOI: 10.4992/jjpsy.87.15020</identifier><identifier>PMID: 29620325</identifier><language>eng ; jpn</language><publisher>Japan: The Japanese Psychological Association</publisher><subject>academic achievement ; Academic Success ; Achievement ; Behavior ; Emotions ; engagement ; Female ; Humans ; Male ; regulation strategies ; self-regulated learning</subject><ispartof>The Japanese Journal of Psychology, 2016, Vol.87(4), pp.334-342</ispartof><rights>2016 The Japanese Psychological Association</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3110-812d95c66cb50ca1e707bf91653537e6cffcfdc6510a47a2933ec1877e9230c93</citedby><cites>FETCH-LOGICAL-c3110-812d95c66cb50ca1e707bf91653537e6cffcfdc6510a47a2933ec1877e9230c93</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,1877,4010,27902,27903,27904</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29620325$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Umemoto, Takatoyo</creatorcontrib><creatorcontrib>Ito, Takamichi</creatorcontrib><creatorcontrib>Tanaka, Kenshiro</creatorcontrib><title>Relationships between regulation strategies, emotional and behavioral engagement, and academic achievement</title><title>Shinrigaku kenkyū</title><addtitle>The Japanese Journal of Psychology</addtitle><description>This study examined relationships among regulation strategies, emotional and behavioral engagement, and academic achievement. Regulation strategies included metacognitive and motivational regulation strategies. Motivational regulation strategies have three subtypes: autonomous regulation strategies, cooperative strategies, and performance strategies. A self-reported survey was administered to 199 undergraduates from four universities, and an examination was conducted three months after the survey. Path analysis showed that use of metacognitive strategies was positively correlated with test scores, mainly through behavioral engagement. Moreover, use of autonomous regulation strategies was positively correlated with emotional engagement. Emotional engagement was positively correlated with test scores via behavioral engagement. On the other hand, use of performance strategies was negatively correlated with emotional engagement. Use of cooperative strategies was not correlated with engagement. These results indicate that each regulation strategy has a different function in learning, and that engagement mediates the relationships between various regulation strategies and academic achievement.</description><subject>academic achievement</subject><subject>Academic Success</subject><subject>Achievement</subject><subject>Behavior</subject><subject>Emotions</subject><subject>engagement</subject><subject>Female</subject><subject>Humans</subject><subject>Male</subject><subject>regulation strategies</subject><subject>self-regulated learning</subject><issn>0021-5236</issn><issn>1884-1082</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNpFkDtPwzAURi0EolXpyogyMjTBjzhORlSeUiUkBLPlODetqzyKnRb13-MmbVn8uN-533AQuiU4irOMPqzXG7ePUhERjim-QGOSpnFIcEov0RhjSkJOWTJCU-dM7olY8JjE12hEs4RiRvkYrT-hUp1pG7cyGxfk0P0CNIGF5XaYB66zqoOlATcLoG4PM1UFqik8vFI701r_hWapllBD0836SGlVQG20f6wM7PrkBl2VqnIwPd4T9P3y_DV_Cxcfr-_zx0WoGSE4TAktMq6TROcca0VAYJGXGUk440xAostSl4VOOMEqFopmjIEmqRCQUYZ1xibofujd2PZnC66TtXEaqko10G6dpJhSwnwd8Wg0oNq2zlko5caaWtm9JFgeFMtesUyF7BX7hbtj9zavoTjjJ6EeeBqAteu8kTOgbGd0Bf998eE49Z5jvVJWQsP-AF8jkio</recordid><startdate>2016</startdate><enddate>2016</enddate><creator>Umemoto, Takatoyo</creator><creator>Ito, Takamichi</creator><creator>Tanaka, Kenshiro</creator><general>The Japanese Psychological Association</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>2016</creationdate><title>Relationships between regulation strategies, emotional and behavioral engagement, and academic achievement</title><author>Umemoto, Takatoyo ; Ito, Takamichi ; Tanaka, Kenshiro</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3110-812d95c66cb50ca1e707bf91653537e6cffcfdc6510a47a2933ec1877e9230c93</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng ; jpn</language><creationdate>2016</creationdate><topic>academic achievement</topic><topic>Academic Success</topic><topic>Achievement</topic><topic>Behavior</topic><topic>Emotions</topic><topic>engagement</topic><topic>Female</topic><topic>Humans</topic><topic>Male</topic><topic>regulation strategies</topic><topic>self-regulated learning</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Umemoto, Takatoyo</creatorcontrib><creatorcontrib>Ito, Takamichi</creatorcontrib><creatorcontrib>Tanaka, Kenshiro</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Shinrigaku kenkyū</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Umemoto, Takatoyo</au><au>Ito, Takamichi</au><au>Tanaka, Kenshiro</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Relationships between regulation strategies, emotional and behavioral engagement, and academic achievement</atitle><jtitle>Shinrigaku kenkyū</jtitle><addtitle>The Japanese Journal of Psychology</addtitle><date>2016</date><risdate>2016</risdate><volume>87</volume><issue>4</issue><spage>334</spage><epage>342</epage><pages>334-342</pages><issn>0021-5236</issn><eissn>1884-1082</eissn><abstract>This study examined relationships among regulation strategies, emotional and behavioral engagement, and academic achievement. Regulation strategies included metacognitive and motivational regulation strategies. Motivational regulation strategies have three subtypes: autonomous regulation strategies, cooperative strategies, and performance strategies. A self-reported survey was administered to 199 undergraduates from four universities, and an examination was conducted three months after the survey. Path analysis showed that use of metacognitive strategies was positively correlated with test scores, mainly through behavioral engagement. Moreover, use of autonomous regulation strategies was positively correlated with emotional engagement. Emotional engagement was positively correlated with test scores via behavioral engagement. On the other hand, use of performance strategies was negatively correlated with emotional engagement. Use of cooperative strategies was not correlated with engagement. 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| ispartof | The Japanese Journal of Psychology, 2016, Vol.87(4), pp.334-342 |
| issn | 0021-5236 1884-1082 |
| language | eng ; jpn |
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| source | J-STAGE Free; MEDLINE; EZB-FREE-00999 freely available EZB journals |
| subjects | academic achievement Academic Success Achievement Behavior Emotions engagement Female Humans Male regulation strategies self-regulated learning |
| title | Relationships between regulation strategies, emotional and behavioral engagement, and academic achievement |
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