The combined effects of goal attributes, motivational beliefs, creativity and grit on self-regulation in online ill-structured problem solving: a fsQCA approach
Abstract Self-regulated learning (SRL) has been regarded as one of the indispensable factors affecting students’ academic success in online learning environments. However, the current understanding of the mechanism/causes of SRL in online ill-structured problem-solving remains insufficient. This stu...
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| Format: | Article |
| Language: | English |
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BMC
2025-01-01
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| Series: | BMC Psychology |
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| Online Access: | https://doi.org/10.1186/s40359-024-02317-0 |
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| _version_ | 1841544180791246848 |
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| author | Huanhuan Wang Shaofeng Wang Ahmed Tlili Mengti Li Dong Yang Michael Agyemang Adarkwah Xixian Zhu Ling Zhu Ronghuai Huang Hongyan Kuai |
| author_facet | Huanhuan Wang Shaofeng Wang Ahmed Tlili Mengti Li Dong Yang Michael Agyemang Adarkwah Xixian Zhu Ling Zhu Ronghuai Huang Hongyan Kuai |
| author_sort | Huanhuan Wang |
| collection | DOAJ |
| description | Abstract Self-regulated learning (SRL) has been regarded as one of the indispensable factors affecting students’ academic success in online learning environments. However, the current understanding of the mechanism/causes of SRL in online ill-structured problem-solving remains insufficient. This study, therefore, examines the configural causal effects of goal attributes, motivational beliefs, creativity, and grit on self-regulated learning. With the fuzzy sets approach (fsQCA), the proposed association was analyzed based on a sample of students (n = 88) participating in an educational design competition activity. The results uniquely revealed the predictive factors of SRL at both high and low levels. In addition, it was found that no single condition of factors leads to the prediction of high or low self-regulation. More specifically, different conditions of factors, in terms of gender, goal attributes (goal setting and achievement goals), grit, task value, creativity, and self-efficacy, can largely predict high and low self-regulated learning during ill-structured problem-solving in the context of online learning. Implications for theory and policy prescriptions were discussed to enhance self-regulated learning in online ill-structured problem-solving. |
| format | Article |
| id | doaj-art-0080523e33c14d23965c386208f29e31 |
| institution | Kabale University |
| issn | 2050-7283 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj-art-0080523e33c14d23965c386208f29e312025-01-12T12:45:09ZengBMCBMC Psychology2050-72832025-01-0113111410.1186/s40359-024-02317-0The combined effects of goal attributes, motivational beliefs, creativity and grit on self-regulation in online ill-structured problem solving: a fsQCA approachHuanhuan Wang0Shaofeng Wang1Ahmed Tlili2Mengti Li3Dong Yang4Michael Agyemang Adarkwah5Xixian Zhu6Ling Zhu7Ronghuai Huang8Hongyan Kuai9National Engineering Research Center of Cyberlearning and Intelligent Technology (China), Faculty of Education, Beijing Normal UniversityInternational Business School, Fuzhou University of International Studies and TradeSmart Learning Institute of Beijing Normal UniversityEducational Informatization Strategy Research Base, Ministry of EducationCollege of Education for the Future, Beijing Normal UniversityInstitute for Education and Culture, Chair of Adult Education, Friedrich Schiller University JenaNational Engineering Research Center of Cyberlearning and Intelligent Technology (China), Faculty of Education, Beijing Normal UniversitySchool of Journalism and Communication, Beijing Normal UniversityNational Engineering Research Center of Cyberlearning and Intelligent Technology (China), Faculty of Education, Beijing Normal UniversitySmart Learning Institute of Beijing Normal UniversityAbstract Self-regulated learning (SRL) has been regarded as one of the indispensable factors affecting students’ academic success in online learning environments. However, the current understanding of the mechanism/causes of SRL in online ill-structured problem-solving remains insufficient. This study, therefore, examines the configural causal effects of goal attributes, motivational beliefs, creativity, and grit on self-regulated learning. With the fuzzy sets approach (fsQCA), the proposed association was analyzed based on a sample of students (n = 88) participating in an educational design competition activity. The results uniquely revealed the predictive factors of SRL at both high and low levels. In addition, it was found that no single condition of factors leads to the prediction of high or low self-regulation. More specifically, different conditions of factors, in terms of gender, goal attributes (goal setting and achievement goals), grit, task value, creativity, and self-efficacy, can largely predict high and low self-regulated learning during ill-structured problem-solving in the context of online learning. Implications for theory and policy prescriptions were discussed to enhance self-regulated learning in online ill-structured problem-solving.https://doi.org/10.1186/s40359-024-02317-0Self-regulated learningCausal factorsConfigural approachfsQCAProblem-solving |
| spellingShingle | Huanhuan Wang Shaofeng Wang Ahmed Tlili Mengti Li Dong Yang Michael Agyemang Adarkwah Xixian Zhu Ling Zhu Ronghuai Huang Hongyan Kuai The combined effects of goal attributes, motivational beliefs, creativity and grit on self-regulation in online ill-structured problem solving: a fsQCA approach BMC Psychology Self-regulated learning Causal factors Configural approach fsQCA Problem-solving |
| title | The combined effects of goal attributes, motivational beliefs, creativity and grit on self-regulation in online ill-structured problem solving: a fsQCA approach |
| title_full | The combined effects of goal attributes, motivational beliefs, creativity and grit on self-regulation in online ill-structured problem solving: a fsQCA approach |
| title_fullStr | The combined effects of goal attributes, motivational beliefs, creativity and grit on self-regulation in online ill-structured problem solving: a fsQCA approach |
| title_full_unstemmed | The combined effects of goal attributes, motivational beliefs, creativity and grit on self-regulation in online ill-structured problem solving: a fsQCA approach |
| title_short | The combined effects of goal attributes, motivational beliefs, creativity and grit on self-regulation in online ill-structured problem solving: a fsQCA approach |
| title_sort | combined effects of goal attributes motivational beliefs creativity and grit on self regulation in online ill structured problem solving a fsqca approach |
| topic | Self-regulated learning Causal factors Configural approach fsQCA Problem-solving |
| url | https://doi.org/10.1186/s40359-024-02317-0 |
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