Self-regulation (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement

Abstract

Background: Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behavior might also play a role on adolescents academic achievement. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales to measure self-regulation; Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule to measure well-being and the Archer Ratio to measure exercise behavior. Academic achievement was operationalized through pupils’ the mean value of final grades in Swedish, Mathematics, English, and Physical Education. Results: Academic achievement was positively associated to assessment, subjective well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to subjective well-being. Locomotion on the other hand was positively associated to subjective and psychological well-being and also to exercise behaviour. Conclusions: Here we propose a dual (in)direct approach to increase pupils’ academic achievement and well-being—locomotion being related to frequently exercising and well-being, in turn, increasing academic achievement; while assessment being directly related to higher academic achievement.

A time to consider, a time to deliver: The independent and interactive effects of regulatory mode on innovative work behavior

“…Importantly, though, given that some of our hypothesized main effects involve negative relations, we aim to challenge the conventional view that higher levels of both assessment and locomotion should necessarily result in higher/faster goal achievement (e.g., Kruglanski et al, 2000, Studies 7 and 8). We instead maintain that different combinations of assessment and locomotion may be more or less optimal at different innovation stages (Garcia et al, 2015;Kruglanski et al, 2009;Mascareño et al, 2021). For instance, studies show that on simple tasks (which require only basic consideration for how to achieve a goal) assessment can suppress locomotion's beneficial effects and result in poorer performance, whereas on complex tasks (which require thorough information processing and continuous goal progress) assessment can support locomotion and result in better performance (Chernikova et al, 2016;Lo Destro et al, 2016;Pierro et al, 2012).…”