Examining the Impact of Self-concept on Adolescents’ Self-regulated Learning: A Predictive Modeling Approach
The aim of the present study was to explore the relationship between self-concept and self-regulated learning in secondary education students. For this purpose, self-concept and self-regulated learning were measured in 923 participants. The results of the study suggest that academic, social, emotion...
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| Format: | Article |
| Language: | English |
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Colegio Oficial de Psicólogos de Madrid
2025-01-01
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| Series: | Psicología Educativa: Revista de los Psicólogos de la Educación |
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https://journals.copmadrid.org/psed/art/psed2025a5
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| author | Patricia Ayllón-Salas José L. Arco-Tirado Francisco D. Fernández-Martín |
| author_facet | Patricia Ayllón-Salas José L. Arco-Tirado Francisco D. Fernández-Martín |
| author_sort | Patricia Ayllón-Salas |
| collection | DOAJ |
| description | The aim of the present study was to explore the relationship between self-concept and self-regulated learning in secondary education students. For this purpose, self-concept and self-regulated learning were measured in 923 participants. The results of the study suggest that academic, social, emotional, physical, and family self-concept could predict the use of self-regulated learning strategies (i.e., affective motivation and value motivation). Therefore, the constructed models explained 15% and 18% of the variance in affective motivation and value motivation, respectively. All self-concept dimensions emerged as positive predictors of affective motivation, while academic, social, family, and physical self-concepts were identified as significant predictors of value motivation. In summary, the results of this study suggest that self-concept enhances the use of self-regulated learning strategies in the academic field. |
| format | Article |
| id | doaj-art-9d6a6518c0e248aca2c323071d2872fb |
| institution | Kabale University |
| issn | 1135-755X 2174-0526 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| record_format | Article |
| series | Psicología Educativa: Revista de los Psicólogos de la Educación |
| spelling | doaj-art-9d6a6518c0e248aca2c323071d2872fb2025-01-21T18:19:21ZengColegio Oficial de Psicólogos de MadridPsicología Educativa: Revista de los Psicólogos de la Educación1135-755X2174-05262025-01-01311374410.5093/psed2025a511320559Examining the Impact of Self-concept on Adolescents’ Self-regulated Learning: A Predictive Modeling ApproachPatricia Ayllón-Salas0José L. Arco-Tirado1Francisco D. Fernández-Martín2University of Granada, Spain, University of Granada, SpainUniversity of Granada, Spain, University of Granada, SpainUniversity of Granada, Spain, University of Granada, SpainThe aim of the present study was to explore the relationship between self-concept and self-regulated learning in secondary education students. For this purpose, self-concept and self-regulated learning were measured in 923 participants. The results of the study suggest that academic, social, emotional, physical, and family self-concept could predict the use of self-regulated learning strategies (i.e., affective motivation and value motivation). Therefore, the constructed models explained 15% and 18% of the variance in affective motivation and value motivation, respectively. All self-concept dimensions emerged as positive predictors of affective motivation, while academic, social, family, and physical self-concepts were identified as significant predictors of value motivation. In summary, the results of this study suggest that self-concept enhances the use of self-regulated learning strategies in the academic field. https://journals.copmadrid.org/psed/art/psed2025a5 self-conceptself-regulated learninglearning strategiessecondary educationadolescents |
| spellingShingle | Patricia Ayllón-Salas José L. Arco-Tirado Francisco D. Fernández-Martín Examining the Impact of Self-concept on Adolescents’ Self-regulated Learning: A Predictive Modeling Approach Psicología Educativa: Revista de los Psicólogos de la Educación self-concept self-regulated learning learning strategies secondary education adolescents |
| title | Examining the Impact of Self-concept on Adolescents’ Self-regulated Learning: A Predictive Modeling Approach |
| title_full | Examining the Impact of Self-concept on Adolescents’ Self-regulated Learning: A Predictive Modeling Approach |
| title_fullStr | Examining the Impact of Self-concept on Adolescents’ Self-regulated Learning: A Predictive Modeling Approach |
| title_full_unstemmed | Examining the Impact of Self-concept on Adolescents’ Self-regulated Learning: A Predictive Modeling Approach |
| title_short | Examining the Impact of Self-concept on Adolescents’ Self-regulated Learning: A Predictive Modeling Approach |
| title_sort | examining the impact of self concept on adolescents self regulated learning a predictive modeling approach |
| topic | self-concept self-regulated learning learning strategies secondary education adolescents |
| url |
https://journals.copmadrid.org/psed/art/psed2025a5
|
| work_keys_str_mv | AT patriciaayllonsalas examiningtheimpactofselfconceptonadolescentsselfregulatedlearningapredictivemodelingapproach AT joselarcotirado examiningtheimpactofselfconceptonadolescentsselfregulatedlearningapredictivemodelingapproach AT franciscodfernandezmartin examiningtheimpactofselfconceptonadolescentsselfregulatedlearningapredictivemodelingapproach |