Action Control and Dispositional Hope: An Examination of Their Effect on Self-Regulated Learning

Autor/inn/en	Papantoniou, Georgia; Moraitou, Despina; Katsadima, Effie; Dinou, Magda
Titel	Action Control and Dispositional Hope: An Examination of Their Effect on Self-Regulated Learning
Quelle	In: Electronic Journal of Research in Educational Psychology, 8 (2010) 1, S.5-32 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Undergraduate Students; Academic Persistence; Learning Strategies; Measures (Individuals); Path Analysis; Cognitive Processes; Metacognition; Psychological Patterns; Student Participation; Study Habits; Thinking Skills; Student Characteristics; Self Control; Foreign Countries; Greece; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Pfadanalyse; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Study behavior; Study behaviour; Studienverhalten; Denkfähigkeit; Selbstbeherrschung; Ausland; Griechenland
Abstract	Introduction: The present study examined the effect of action control (i.e., disengagement, initiative, and persistence) and dispositional hope (i.e., pathways thought, and agency thinking) on self-regulated learning strategy use (i.e., cognitive, metacognitive, and resource management) and course achievement. Method: A total of 275 undergraduate students at School of Education participated in the study. Data were collected during a psychology course. The participants were asked to respond to the Action Control Scale (ACS-90) and the Adult Dispositional Hope Scale (ADHS). They also completed the Learning Strategies Scales of the MSLQ. Examination grades were used as the measure of course achievement. Results: The results from path analysis suggest that the two components of dispositional hope influenced the use of almost all the learning strategies. Disengagement and initiative were found to influence mainly time and study environment management and effort regulation. Persistence and pathways thought made an independent contribution to the variance of course achievement, whereas metacognition and time and study environment management mediated the effects of disengagement, initiative and agency thinking. Discussion and Conclusion: In conclusion, the main contribution of the present study is the identification of the impact that trait-like characteristics, such as action control and dispositional hope, might have on university students' self-regulated learning strategy use and course achievement. (Contains 3 tables and 1 footnote.) (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10