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Direct linkJohnson, Marcus L.; Taasoobshirazi, Gita; Kestler, Jessica L.; Cordova, Jackie R. – Educational Psychology, 2015
We tested a theoretical model of college students' ratings of messengers of resilience and models of resilience, students' own perceived resilience, regulatory strategy use and achievement. A total of 116 undergraduates participated in this study. The results of a path analysis indicated that ratings of models of resilience had a direct effect on…
Descriptors: Resilience (Psychology), Undergraduate Students, Models, Academic Achievement
Download full textSen, Senol; Yilmaz, Ayhan – Science Education International, 2016
The objective of this study is to analyze the relationship between preservice teachers' time and study environment management, effort regulation, self-efficacy beliefs, control of learning beliefs and metacognitive self-regulation. This study also investigates the direct and indirect effects of metacognitive self-regulation on time and study…
Descriptors: Structural Equation Models, Preservice Teachers, Self Efficacy, Self Control
Papantoniou, Georgia; Moraitou, Despina; Katsadima, Effie; Dinou, Magda – Electronic Journal of Research in Educational Psychology, 2010
Introduction: The present study examined the effect of action control (i.e., disengagement, initiative, and persistence) and dispositional hope (i.e., pathways thought, and agency thinking) on self-regulated learning strategy use (i.e., cognitive, metacognitive, and resource management) and course achievement. Method: A total of 275 undergraduate…
Descriptors: Undergraduate Students, Academic Persistence, Learning Strategies, Measures (Individuals)
