Unveiling the relationships among adolescents’ persistent academic possible selves, academic self-concept, self-regulation, and achievement: A Longitudinal and Moderated Mediation Study

Lee, Jieun

doi:10.1080/15298868.2021.1930578

Cited by 7 publications

(5 citation statements)

References 53 publications

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“…This is consistent with the previous findings that future time perspective can promote students' motivation internalization (Huey, 2022). As one US study showed, students are more likely to perform better in academics if they imagine possible selves in academics and use self‐regulation to achieve those selves (Lee, 2022). In other words, because individuals attach importance to the future self, they increase the motivation to care for the future self and make more ‘future‐sighted’ choices in the time dimension (Urminsky, 2017), and intrinsic motivation can predict online learning engagement (Dunn & Kennedy, 2019), thus individuals give up the enjoyment and fun of the present and devote more time to online learning as shown in Figure 3.…”

Section: Discussionmentioning

confidence: 99%

The impact of future self‐continuity on college students' online learning engagement: A moderated mediation model

Shen,

Zhang,

Zheng

2024

Psychology in the Schools

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Online learning is becoming more and more common, so how to maintain learners' online learning engagement is very important. This study aims to explore the impact of future self‐continuity on college students' online learning engagement and its underlying mechanism of action. We utilized the Future Self‐Continuity Questionnaire, the Learning Self‐regulation Questionnaire, the Implicit Theories of Intelligence Scale, and the Online Learning Engagement Scale to measure the corresponding variables of a sample with 476 college students. The results revealed that future self‐continuity, autonomous motivation, and implicit theories of intelligence were significant positive predictors of student's online learning engagement. The positive association between future self‐continuity and student's online learning engagement was mediated by the autonomous motivation. Moreover, the mediating effect of autonomous motivation was moderated by the implicit theories of intelligence. Relation to the individual endorsing entity theorists, the mediating effect of autonomous motivation was stronger for individual holding increment theorists. Future self‐continuity has an impact on college students' online learning engagement levels directly or indirectly through autonomous motivation. Attention should be paid to the cultivation training of learners' future scenario imagination and autonomous motivation to facilitate their maintenance of focused online learning engagement.

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Section: Discussionmentioning

confidence: 99%

The impact of future self‐continuity on college students' online learning engagement: A moderated mediation model

Shen,

Zhang,

Zheng

2024

Psychology in the Schools

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“…First, the difference in essence: employability is a kind of ability resource (Hobfoll et al, 2003;Yu et al, 2014) and future employability is a kind of self-efficacy (Gunawan et al, 2018(Gunawan et al, , 2020. The possible selves can be defined as future self-representations (Lee, 2022). Future employability is not an objective ability capital, but the perception and judgment of the possible future selves based on the current situation.…”

Section: Future Employabilitymentioning

confidence: 99%

Development and validation of Chinese college students’ future employability scale

et al. 2023

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COVID-19 and the pandemic-induced lockdowns juxtaposed against the surge in the number of college graduates have made the dilemma of “fierce competition and difficult employment” more real. The employment of college students has become a topic of serious concern in society. This study aimed to develop a Future Employability Scale for Chinese college students and evaluate its reliability and validity. Based on the analysis of the literature, the study developed the initial measurement scale of the college students’ future employability and calibrated the initial measurement and question volume based on experts’ feedback. First, the students’ group was measured, and data from 389 university students were collected and analyzed. Second, the data collection and verification factor analysis of 387 university students were collected and verified, and the internal consistency reliability, split-half reliability, and validity of the scale were evaluated. Further, 68 college students were selected to evaluate their test-retest reliability after an interval of one month. The Future Employability Scale of college students had 28 items covering four dimensions: knowledge skill, personality quality, interpersonal network, and career development. The reliability test found that the total scale of the Future Employability Scale and the internal consistency reliability, split-half reliability, and retest reliability of each dimension were good, and the validity test suggested that the scale had good content validity, structural validity, and calibration correlation validity. With a clear structure, good reliability, and validity, the Future Employability Scale is a good tool to measure the future employability of college students.

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“…There are significant theoretical and practical consequences for the academic self-concept of students in estimating their academic motivation and accomplishment, and this topic has attracted a lot of research (Kulakow, 2020;Marsh et al, 2005;Sewasew & Schroeder, 2019). According to several studies, the academic self-concept of students significantly correlates with a variety of performance and motivational factors, including interest (Gogol et al, 2016;Lohbeck et al, 2016;van der Westhuizen et al, 2023), students' engagement and effort (Guo et al, 2022;Schnitzler et al, 2021;Usán Supervía et al, 2020), persistence on tasks (Agtarap & Miranda, 2022;Anderson & Haney, 2021;Lee, 2022), aidseeking behaviors and academic achievement (Hvizdak et al, 2019;Simonsmeier et al, 2020;Wu et al, 2021), course selection forms (Jónsdóttir & Blöndal, 2022;Nagy et al, 2006;Saß & Kampa, 2019), as well as internal and external motivators (El-Adl & Alkharusi, 2020;Marsh et al, 2005;Wang & Yu, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Optimization of the motivation for success in mathematics at higher education: Evidence from novel graph-based visualization of three models

Hammoudi,

Grira

2023

EURASIA J Math Sci Tech Ed

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Using three mathematical models, this study aims to optimize students’ motivation for success in courses of mathematics at universities. The uniqueness of this study is crystalized in the novel graphical visualization of three models, which are integrated to analyze certain factors that help in optimizing students’ motivation for mathematical success. The proposed models will benefit students, educators, administrators of higher education, and societies around the world. A quantitative approach is used to design the research, which involved 366 female and 319 male students in different mathematics courses. The results show that the third, second, and first models are the top three in order. The third model accounts for 71.3% of the shift in the motivation for mathematical success. The difference in the motivation for mathematical success is explained by 66.3% in the second model and 65.0% in the first model.

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Unveiling the relationships among adolescents’ persistent academic possible selves, academic self-concept, self-regulation, and achievement: A Longitudinal and Moderated Mediation Study

Cited by 7 publications

References 53 publications

The impact of future self‐continuity on college students' online learning engagement: A moderated mediation model

The impact of future self‐continuity on college students' online learning engagement: A moderated mediation model

Development and validation of Chinese college students’ future employability scale

Optimization of the motivation for success in mathematics at higher education: Evidence from novel graph-based visualization of three models

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