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URN: urn:nbn:de:0111-pedocs-263479
DOI: 10.25656/01:26347; 10.1111/desc.13301
URN: urn:nbn:de:0111-pedocs-263479
DOI: 10.25656/01:26347; 10.1111/desc.13301
| Titel |
Day-to-day variation in students' academic success. The role of self-regulation, working memory, and achievement goals |
|---|---|
| Autoren |
Blume, Friederike   ;
Irmer, Andrea ;
Dirk, Judith ;
Schmiedek, Florian |
| Originalveröffentlichung | Developmental Science 25 (2022) 6:e13301  |
| Dokument | Volltext (922 KB) |
| Lizenz des Dokumentes |
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| Schlagwörter (Deutsch) | Schule; Schüler; Schulerfolg; Selbststeuerung; Arbeitsgedächtnis; Zielsetzung; Ziel |
| Teildisziplin | Empirische Bildungsforschung Pädagogische Psychologie |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 1467-7687; 14677687 |
| Sprache | Englisch |
| Erscheinungsjahr | 2022 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | Self-regulation was found to be positively associated with school performance. Interrelations between self-regulation, working memory (WM), and achievement goals, in particular mastery goals, have been established, as well as associations with academic outcomes. It stands to reason that self-regulation, WM, achievement goals, and academic success are related on a daily level. However, previous research rarely considered this level of analysis. Here, we therefore addressed the relations of daily self-regulation, WM, and achievement goals, and their relevance for daily and general academic success. Data were obtained through ambulatory assessments in 90 students before (Study 1; Mage = 9.83, SDage = 0.50) and 108 students after their transition to secondary school (Study 2; Mage = 10.12, SDage = 0.45) across 20 school days. Students reported about daily achievement goals prior to school, self-regulation at school, and perceived academic success after school, as well as report card grades. Daily WM was assessed at school. Study 1 showed positive associations between daily mastery goals and self-regulation, but not with WM.Together, daily performance-approach goals and self-regulation, but not other goals or WM uniquely contributed to daily perceived academic success. Study 2 showed positive associations between daily mastery goals and self-regulation, but not with WM. Average daily mastery goals predicted daily WM. Together, daily mastery goals and self-regulation, but not WM, uniquely contributed to daily perceived academic success. In both studies, average levels of WM, but not achievement goals or self-regulation predicted report card grades. Results thus corroborate theoretical considerations on the importance of distinguishing selfregulation processes at between- and within-person levels. (DIPF/Orig.) |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 28.03.2023 |
| Quellenangabe | Blume, Friederike; Irmer, Andrea; Dirk, Judith; Schmiedek, Florian: Day-to-day variation in students' academic success. The role of self-regulation, working memory, and achievement goals - In: Developmental Science 25 (2022) 6:e13301 - URN: urn:nbn:de:0111-pedocs-263479 - DOI: 10.25656/01:26347; 10.1111/desc.13301 |
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