Exploring differences in psychological well-being and self-regulated learning in university student success

Main Article Content

Sarah K. Davis
Allyson F. Hadwin

Abstract


Worldwide, there are increasing concerns about postsecondary students’ mental health and how student success is implicated. Previous research has established psychological well-being and self-regulated learning are important components of student success, however, there is a paucity of research examining the interplay between these factors during a semester-long course. In this study, 118 students in a learning-to-learn elective university course completed nine weekly online planning and reflection tools. Students planned for a study session, completed an academic engagement and a psychological well-being measure, then reflected on a challenge faced and described the strategy chosen to overcome that challenge. Findings revealed (a) students who reported always attaining their goals also reported higher overall psychological well-being, and (b) within-person patterns of psychological well-being and academic engagement over time may affect regulatory responses to challenge or vice versa. Implications for theory, research, and practice are discussed.  


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How to Cite
Davis, S. K. ., & Hadwin, A. F. (2021). Exploring differences in psychological well-being and self-regulated learning in university student success. Frontline Learning Research, 9(1), 30 - 43. https://doi.org/10.14786/flr.v9i1.581
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