HOW CAN A STUDENT’S DEPRESSIVE ATTITUDE INTERFERE WITH THE USE OF GOOD SELF-REGULATION SKILLS?

Abstract

Self-regulation skills, such as organisation, self-evaluation, personal elaboration, metacognitive attitude and strategic awareness are very important predictors of academic achievement. However, research has not studied in depth the factors that facilitate the use of good self-regulatory skills. The present research was intended to study the role of some factors that could affect these self-regulation skills, in particular depressive attitude and motivational beliefs. A group of 246 adolescents, aged between 14 and 18, were administered self-report questionnaires devised to test aspects underlying self-regulation. A preliminary factor analysis confirmed the centrality of the three-hypothesised aspects: motivational beliefs, depressive attitude, and self-regulation-skills. A path analysis revealed that there are important links between motivational beliefs and self-regulation and between depressive attitude and motivational beliefs. Some educational implications are discussed.

Citation

Moè, A., Cornoldi, C., De Beni, R. and Veronese, L. (2004), "HOW CAN A STUDENT’S DEPRESSIVE ATTITUDE INTERFERE WITH THE USE OF GOOD SELF-REGULATION SKILLS?", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Research in Secondary Schools (Advances in Learning and Behavioral Disabilities, Vol. 17), Emerald Group Publishing Limited, Leeds, pp. 207-220. https://doi.org/10.1016/S0735-004X(04)17008-0