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| Autor/inn/en | Davis, Sarah K.; Hadwin, Allyson F. |
|---|---|
| Titel | Exploring Differences in Psychological Well-Being and Self-Regulated Learning in University Student Success |
| Quelle | In: Frontline Learning Research, 9 (2021) 1, S.30-43 (14 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2295-3159 |
| Schlagwörter | Mental Health; Self Management; Metacognition; Study Skills; Elective Courses; Undergraduate Students; Academic Achievement; Goal Orientation; Learner Engagement; Well Being |
| Abstract | 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. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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