Self-efficacy for motivational regulation and satisfaction with academic studies in STEM undergraduates: The mediating role of study motivation
Self-efficacy for motivational regulation and satisfaction with academic studies in STEM undergraduates: The mediating role of study motivation
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DOI：
10.1016/j.lindif.2021.102096
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发表时间：
2021-11-20
影响因子：
3.6
通讯作者：
Leutner, Detlev
中科院分区：
文献类型：
--
作者：
Kryshko, Olena;Fleischer, Jens;Leutner, Detlev
作为自我调节学习的一个关键过程，有效的动机调节被认为能够通过优化动机来促进学习取得成功。我们的研究旨在验证这一假设，探讨动机调节自我效能感与学业满意度的三个维度之间的关系，并针对动机的期望、价值和成本要素等潜在的内在机制进行研究，同时对相关协变量加以控制。针对理工科本科生开展的两项研究结果（第一项研究样本量N1 = 209；第二项研究样本量N2 = 169）一致表明，动机调节自我效能感是对学习内容满意度以及应对学习相关压力满意度的正向预测指标，这表明存在间接效应，且这种间接效应在这两个满意度维度上有所不同。然而，关于学习条件满意度的研究结果并不一致。总体而言，我们的研究结果强调，动机调节自我效能感是有效动机调节过程中一个重要却被忽视的组成部分，它有助于提升高等教育中的学业满意度。
As a key process of self-regulated learning, effective motivational regulation is assumed to facilitate successful studying via optimized motivation. Our research aimed to test this assumption addressing the relationship between self-efficacy for motivational regulation and three dimensions of satisfaction with academic studies with respect to the potential underlying mechanisms in terms of the expectancy, value, and cost components of motivation, controlling for relevant covariates. Results of two studies with STEM undergraduates (N1 = 209; N2 = 169) consistently revealed self-efficacy for motivational regulation as a positive predictor of satisfaction with study content and satisfaction with coping with study-related stress, indicating the presence of indirect effects, which varied across the two satisfaction dimensions. Results regarding satisfaction with study conditions were, however, not consistent. Overall, our findings underline self-efficacy for motivational regulation as an important yet overlooked constituent of an effective motivational regulation process contributing to academic satisfaction in higher education.