Journalartikel

Jahr der Veröffentlichung: 2005

Seiten: 127-137

Zeitschrift: Psychologie in Erziehung und Unterricht

Bandnummer: 52

Heftnummer: 2

ISSN: 0342-183X

Verlag: Reinhardt

Abstract: 
In a theoretical model of self-regulated learning, cognitive and motivational components are important for academic success (Boekaerts, 1996). It was hypothesized that both, cognitive components (the use of learning strategies) and motivational components (goal-orientation and self-efficacy), predict academic success. Academic success was indexed by academic satisfaction and by academic achievement. Data analyses were based on a sample of N = 77 university students studying medicine. Learning strategies as well as motivational variables turned out to be significant predictors of academic satisfaction. For academic achievement, in contrast, the combination of self-regulatory skills and deep-processing learning predicted exam performance, but not goal orientation and self-efficacy.

Harvard-Zitierstil: Spörer, N. and Brunstein, J. (2005) The influence of deep-processing learning and self regulation on academic satisfaction and exam performance, PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT, 52(2), pp. 127-137

APA-Zitierstil: Spörer, N., & Brunstein, J. (2005). The influence of deep-processing learning and self regulation on academic satisfaction and exam performance. PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT. 52(2), 127-137.