self-regulated learning

The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance

The present study examined the interplay between self-determined motivation and the use of cognitive strategies in predicting university students’ academic performance while taking into account the effect of prior achievement. A theory based model was tested using structural equation modeling on a sample of 764 Italian university students. Results showed that prior achievement influenced students’ academic performance and their motivation and use of cognitive strategies.

Mind wandering, together with test anxiety and self-efficacy, predicts student's academic self-concept but not reading comprehension skills

Mind wandering (MW) has commonly been linked to bad scholastic performance; however, such association has rarely been investigated in the classroom. Moreover, in examining such association, motivational variables have been largely ignored

© Università degli Studi di Roma "La Sapienza" - Piazzale Aldo Moro 5, 00185 Roma