Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model

By Pedro Rosário, José Carlos Núñez, Antonio Valle, J. Gonzalez-pienda, A. Lourenço. 2013

92 citations recorded by the source corpus.

The present study complements previous research findings with new data to improve our understanding of the relationship between motivational variables and academic performance in math mediated by self-regulated learning (SRL). A structural equation model with predictor (i.e., grade retention, grade level, and study time), process (i.e., perceived usefulness of SRL strategies, self-efficacy for the use of SRL strategies, and reported use of SRL), and product variables (i.e., academic achievement in mathematics) is proposed. The model was analyzed in two samples of data (calibration and validation samples). The first sample served to fit and respecify the model, and the second one was used to analyze the consistency of the findings of the first sample. A sample of 756 middle school Portuguese students participated in the current study. The results indicate that SRL is positively and significantly related to academic achievement and that the latter is, in turn, powerfully determined by perceived usefulness and self-efficacy, although students’ reported use of SRL strategies decreases from 7th to 9th grades. Self-efficacy and perceived usefulness of SRL strategies were also found to decrease as grade retention increased. These results are discussed with regard to the relevance of self-efficacy and perceived usefulness of SRL strategies in increasing academic achievement.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8697d818995f9683eebdde20d1859d066110dfb0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Pedro Rosário
2. Antonio Valle
3. José Carlos Núñez
4. Guillermo Vallejo
5. J. Epstein

In Education

1. José Carlos Núñez
2. Pedro Rosário
3. Antonio Valle
4. Guillermo Vallejo
5. Natalia Suarez
6. J. Epstein
7. Frances L. Van Voorhis
8. Steven B. Sheldon

In Social Psychology

1. Pedro Rosário
2. Antonio Valle
3. José Carlos Núñez
4. J. Epstein

Citations in the corpus

• Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, result): “…all three levels of schooling represented, extend other studies that suggested that students’ motivation for school tasks tends to decrease in the older grades throughout schooling (Cleary and Chen 2009; Fredricks and Eccles 2002; Jacobs et al. 2002; Rosário et al. 2010; Rosário et al. 2013a, b).”