The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance

Manganelli, Sara; Cavicchiolo, Elisa; Mallia, Luca; Biasi, Valeria; Lucidi, Fabio; Alivernini, Fabio

doi:10.1080/01443410.2019.1572104

Cited by 44 publications

(42 citation statements)

References 61 publications

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“…According to Wolters and Benzon (2013) , they involve in active participation to foster and sustain their motivation by employing self-regulatory motivational strategies. SRM contributes positively to college students' academic attainment ( Manganelli et al., 2019 ; Oxford, 2017 ; Pawlak et al., 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In this model, Pintrich highlighted the motivation role and emphasized that self-regulated learners can regulate and control different metacognitive aspects of their motivation, task, behavior, or context to suit their learning needs. A key aspect of such a process is the self-regulation of motivation (Pintrich, 2004;Schwinger et al, 2012;Wolters and Benzon, 2013), also known as motivational self-regulation (Boekaerts, 1996;Kim et al, 2020;Li, 2017;Ushioda, 2014), motivational self-system (D€ ornyei, 2005, 2009; D€ ornyei and Ushioda, 2011), and self-regulated motivation (Manganelli et al, 2019;Oxford, 2017;Schunk and Ertmer, 2000;Uztosun, 2020).…”

Section: Srl and Motivationmentioning

confidence: 99%

“…It should be viewed as an essential determinant of SRL and achievement (D€ ornyei, 2005). Empirically, recent research has revealed that SRM contributes positively to the SLR and academic achievement in higher education (Kim et al, 2020;Manganelli et al, 2019;Miele and Scholer, 2017;Pawlak et al, 2020;Ryan and Deci, 2020;Schwinger et al, 2012;Uztosun, 2020;Wolters and Benzon, 2013;Zhang et al, 2020).…”

Section: Srl and Motivationmentioning

confidence: 99%

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EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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Despite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spoken English. This study examined junior and senior college students' level of self-regulated motivation to improve their speaking of English as a foreign language (SRMIS-EFL). It looked into the interaction of students' academic level and gender to their SRMIS-EFL. Participants were 300 EFL college junior and senior students from an English Department of a Yemeni university. This study utilized an online self-reported SRMIS-EFL questionnaire to gather data. Its descriptive and inferential statistical analyses revealed that senior students' overall level of SRMIS-ELF was high, while junior students' level was medium. It found that students used a range of motivation self-regulation strategies to improve their EFL speaking competence. It also indicated no significant relationship between students' SRMIS-EFL and their academic level. However, it evinced that students' gender had a small but significant effect, in favor of female students, on their SRMIS-EFL. The study suggests incorporating motivation regulation training into EFL programs to raise awareness of motivational self-regulatory strategies to cultivate student motivation.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Srl and Motivationmentioning

confidence: 99%

Section: Srl and Motivationmentioning

confidence: 99%

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EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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“…Seleksi dengan mempertimbangkan nilai UN akan menyebabkan siswa dengan nilai UN tinggi berkelompok di kategori sekolah tertentu. Nilai UN sebagai prior achievement siswa dapat berpengaruh terhadap pencapaian siswa ke depannya, dalam hal ini pencapaian yang dimaksud adalah skor literasi matematis siswa itu sendiri (Hemmings et al, 2011;Manganelli et al, 2019). Hasil penelitian terhadap kemampuan literasi matematis yang dilakukan di sekolah-sekolah di beberapa kota sebelum diterapkannya kebijakan zonasi menunjukkan hasil yang serupa dengan temuan di Kota Palangka Raya yang menunjukkan bahwa skor literasi matematis lebih dominan pada sekolah dengan kategori A, kemudian diikuti sekolah kategori B, dan kategori C (misalnya, Hamidy & Jailani, 2019;Samsuddin, 2019;Sari & Wijaya, 2017).…”

Section: Dampak Perbedaan Kebijakan Zonasi Terhadap Literasi Matematiunclassified

Literasi matematis dan self-efficacy siswa ditinjau dari perbedaan kebijakan sistem zonasi

Muhazir

Hidayati

Retnawati

2021

Pytha Jurnal Pend. Math

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Penelitian ini bertujuan untuk (1) mendeskripsikan kemampuan literasi matematis dan self-efficacy siswa kelas XI SMA; (2) mendeskripsikan dampak perbedaan kebijakan sistem zonasi terhadap kemampuan literasi matematis dan self-efficacy siswa kelas XI SMA; dan (3) mendeskripsikan hubungan antara literasi matematis dan self-efficacy siswa kelas XI SMA. Penelitian survei ini melibatkan 346 siswa dari Kota Banjarmasin dan 321 siswa dari Kota Palangka Raya. Kedua kota tersebut memiliki kebijakan zonasi yang berbeda. Pengumpulan data dilakukan melalui tes dan angket yang telah memenuhi kriteria valid dan reliabel. Teknik analisis data yang digunakan adalah statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa literasi matematis siswa di Kota Banjarmasin dan Kota Palangka Raya berada pada kategori rendah, sedangkan self-efficacy siswa pada kedua kota berada pada kategori sedang. Tidak terdapat perbedaan yang bermakna pada rata-rata literasi matematis antara siswa di Kota Banjarmasin dan Palangka Raya. Namun demikian, terdapat perbedaan yang bermakna pada rata-rata self-efficacy antara siswa di Kota Banjarmasin dan Palangka Raya. Kebijakan zonasi di Kota Palangka Raya menyebabkan perbedaan rata-rata literasi matematis siswa pada sekolah kategori tinggi, sedang, dan rendah. Sedangkan kebijakan zonasi di Kota Banjarmasin menyebabkan perbedaan rata-rata self-efficacy siswa pada sekolah kategori tinggi, sedang, dan rendah. Terakhir, terdapat korelasi positif yang signifikan (meskipun lemah) antara literasi matematis dan self-efficacy siswa kelas XI SMA di Kota Banjarmasin dan Kota Palangka Raya (r = 0,194). Mathematical literacy and self-efficacy of students in terms of differences in zoning system policies.AbstractThis study aimed to (1) describe the mathematical literacy abilities and self-efficacy of eleventh-grade senior high school students; (2) describe the impact of differences in zoning system policies on the mathematical literacy and self-efficacy of eleventh-grade senior high school students; and (3) describe the relationship between mathematical literacy and self-efficacy of eleventh-grade senior high school students. This survey involved 346 students from Banjarmasin City and 321 students from Palangka Raya City, Indonesia. The two cities have different zoning policies. The data was collected through tests and questionnaires that met the valid and reliable criteria. The data analysis technique used was descriptive and inferential statistics. The results showed that students’ mathematical literacy in Banjarmasin and Palangka Raya City was in a low category, while self-efficacy in both cities was in the medium category. There was no significant difference in the mean of mathematical literacy of students in Banjarmasin and Palangka Raya City. However, there was a significant difference in the mean of self-efficacy of students in Banjarmasin and Palangka Raya City. The zoning policy in Palangka Raya City causes differences in the mean of mathematical literacy of students in high, moderate, and low category schools. In contrast, the zoning policy in Banjarmasin City causes differences in the mean of self-efficacy of students in high, medium, and low category schools. Lastly, there was a significant positive correlation (although weak) between mathematical literacy and self-efficacy of eleventh-grade senior high school students in Banjarmasin and Palangka Raya City (r = 0.194).

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“…Although the intervention did not appear successful, the robustness of the method and its short duration should be revisited in subsequent research. Manganelli et al (2019) tackle the relationships between self-determined motivation, self-regulated cognitive strategies and prior achievement in predicting academic performance. Italian students participated.…”

Section: Motivationmentioning

confidence: 99%

Motivation

McInerney¹

2019

Educational Psychology

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The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance

Cited by 44 publications

References 61 publications

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Literasi matematis dan self-efficacy siswa ditinjau dari perbedaan kebijakan sistem zonasi

Motivation

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