Adaptability and Emotional, Behavioural and Cognitive Aspects of Self-Regulated Learning: Direct and Indirect Relations with Academic Achievement and Life Satisfaction

Autor/inn/en	Feraco, Tommaso; Casali, Nicole; Ganzit, Elena; Meneghetti, Chiara
Titel	Adaptability and Emotional, Behavioural and Cognitive Aspects of Self-Regulated Learning: Direct and Indirect Relations with Academic Achievement and Life Satisfaction
Quelle	In: British Journal of Educational Psychology, 93 (2023) 1, S.353-367 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Feraco, Tommaso) ORCID (Casali, Nicole) ORCID (Meneghetti, Chiara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12560
Schlagwörter	Middle School Students; High School Students; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Independent Study; Self Management; Academic Achievement; Life Satisfaction; Adjustment (to Environment); Cognitive Processes; Behavior; Emotional Response; Self Efficacy; Learning Strategies + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Selbststudium; Selbstmanagement; Schulleistung; Lebensvollendung; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Background: Adaptability regulates individuals' cognitive, behavioural and emotional responses to new, unexpected and uncertain situations, but to date no study has analysed whether adaptability contemporarily favours cognitive, behavioural and emotional aspects of learning. Aims: This study aims to address this gap by examining (i) the direct relations between adaptability and achievement emotions, self-regulated learning strategies and academic self-efficacy and (ii) the direct and indirect relations between adaptability and academic achievement and life satisfaction through and over the other study-related factors. Sample: A total of 1083 students (415 males, M[subscript age] = 13.37, SD[subscript age] = 1.97, age range = 10-18) in grades 6-12 participated to the study. Method: Questionnaires were used to measure students' adaptability, positive and negative achievement emotions, self-regulated learning strategies, academic self-efficacy and life satisfaction. Schools provided grades obtained by each student at the end of the academic year. Results: A path analysis based on 1083 students (10-18 years old) confirmed that adaptability directly relates to the three study-related factors considered and to life satisfaction and indirectly relates to academic achievement and life satisfaction--through the mediation of the other variables. Conclusions: The results, discussed in accordance with the self-regulated learning theory, enlarge the nomological framework of adaptability and highlight its importance for emotional, behavioural and cognitive aspects of self-regulated learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01