The Developmental Trajectory of Perceived Self-Regulation, Personal Interest, and General Achievement throughout High School: A Longitudinal Study

Autor/inn/en	Helle, Laura; Laakkonen, Eero; Tuijula, Tiina; Vermunt, Jan D.
Titel	The Developmental Trajectory of Perceived Self-Regulation, Personal Interest, and General Achievement throughout High School: A Longitudinal Study
Quelle	In: British Journal of Educational Psychology, 83 (2013) 2, S.252-266 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12014
Schlagwörter	Self Management; High School Students; Academic Achievement; Foreign Countries; Student Interests; Correlation; Developmental Stages; Metacognition; Sampling; Learning Strategies; Surveys; Student Attitudes; Exit Examinations; Measures (Individuals); Longitudinal Studies; Finland + Suchen Sie Ihr Suchwort? Selbstmanagement; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Ausland; Studieninteresse; Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Survey; Umfrage; Befragung; Schülerverhalten; Final examination; Abschlussprüfung; Messdaten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Finnland
Abstract	Background: Our interest in perceived self-regulation of learning arose in the context of educational reform. After decades of stability, the Finnish high school system underwent reform in the 1990s, with a significant emphasis being placed on promoting student self-regulation of learning. Aims: The purposes of the study were (1) to evaluate changes in the mean level of perceived self-regulation throughout high school and (2) to evaluate the nature of the developmental relations between achievement, perceived self-regulation, and personal interest. Sample: The participants consisted of 245 systematically sampled high school students from a mid-sized Finnish city. Methods: T tests for paired samples were employed to assess changes in the level of personal interest and perceived self-regulation. Analysis of the developmental relations was carried out within a structural equations modelling framework. Results: The main result was that perceived self-regulation at the beginning of high school predicted not only scholastic achievement at the end of high school over and above prior achievement, but also subsequent personal interest. Additionally, following an international trend, the level of perceived self-regulation decreased from the first to third year of study. Conclusions: The study has important theoretical and practical implications. First, the results suggest that perceived self-regulation and personal interest are only partially explained by achievement. Second, it appears that perceived self-regulation drives personal interest, not the other way around. Finally, ways for teachers and schools to sustain perceived self-regulation throughout the high school years are discussed. (Contains 3 tables, 2 figures, and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10