Volition completes the puzzle: Development and evaluation of an integrative trait model of self-regulated learning
Main Article Content
Abstract
Most self-regulated learning theories are imbedded within a social-cognitive framework and comprise cognitive, metacognitive and motivational components. Nevertheless, these theories partly neglect volition, which is necessary for implementing learning intentions. Therefore, the present study is frontline as it aimed to integrate volition within a comprehensive trait model of self-regulated learning (SRL) while proposing a new conception of trait volition for learning. A sample of n = 377 college students (70.1% female, MAge = 23.36, SDAge = 4.12) filled out questionnaires concerning volitional, cognitive, metacognitive, and motivational belief aspects of SRL. The results of confirmatory factor analysis speak in favour of integrating the highly interrelated constructs of procrastination, future time perspective, and academic delay of gratification in order to depict volition for SRL. Moreover, the structural equation modelling results favour a twofold motivational component for SRL that comprises both motivational beliefs and volition instead of including volition as a separate component aside from cognitive, metacognitive and motivational belief components. Additionally, the comprehensive trait model of SRL is related to GPA, which is a first indication of its validity. Therefore, the study empirically investigates a new conception of trait volition for learning environments as well as its integration within a comprehensive SRL framework. Future research should consider the importance of volitional components for SRL and could investigate individual differences concerning the modelled components.
Article Details
How to Cite
Dörrenbächer, L., & Perels, F. (2015). Volition completes the puzzle: Development and evaluation of an integrative trait model of self-regulated learning. Frontline Learning Research, 3(4), 14–36. https://doi.org/10.14786/flr.v3i4.179
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de Bilde, J., Vansteenkiste, M., & Lens, W. (2011). Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21(3), 332-344. doi:10.1016/j.learninstruc.2010.03.002
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DiBenedetto, M. K., & Bembenutty, H. (2013). Within the pipeline: Self-regulated learning, self-efficacy, and socialization among college students in science courses. Learning and Individual Differences, 23, 218-224. doi:10.1016/j.lindif.2012.09.015
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Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129. doi:10.1016/j.edurev.2008.02.003
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Duckworth, A. L., & Seligman, M. E. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198. doi:10.1037/0022-0663.98.1.198
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6-25. doi:10.1080/00461520.2011.538645
Gaeta, M. L., Teruel M. P., & Orejudo, S. (2012). Motivational, volitional and metacognitive aspects of self regulated learning. Electronic Journal of Research in Educational Psychology, 10(1), 73-94.
Garcia, T., McCann, E. J., Turner, J. E., & Roska, L. (1998). Modeling the mediating role of volition in the learning process. Contemporary Educational Psychology, 23(4), 392-418. doi:10.1006/ceps.1998.0982
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