Examining the Impact of Self-concept on Adolescents’ Self-regulated Learning: A Predictive Modeling Approach

Abstract

The aim of the present study was to explore the relationship between self-concept and self-regulated learning in secondary education students. For this purpose, self-concept and self-regulated learning were measured in 923 participants. The results of the study suggest that academic, social, emotional, physical, and family self-concept could predict the use of self-regulated learning strategies (i.e., affective motivation and value motivation). Therefore, the constructed models explained 15% and 18% of the variance in affective motivation and value motivation, respectively. All self-concept dimensions emerged as positive predictors of affective motivation, while academic, social, family, and physical self-concepts were identified as significant predictors of value motivation. In summary, the results of this study suggest that self-concept enhances the use of self-regulated learning strategies in the academic field.

El objetivo del presente estudio ha sido explorar la relación entre el autoconcepto y el aprendizaje autorregulado en alumnos de educación secundaria. Para ello se midieron el autoconcepto y el aprendizaje autorregulado en 923 participantes. Los resultados del estudio indican que las dimensiones del autoconcepto (i.e., académico, social, emocional, físico y familiar) podrían predecir el uso de estrategias de aprendizaje autorregulado. Por tanto, los modelos planteados explicaron el 15% y el 18% de la varianza de la motivación afectiva y la motivación valor, respectivamente. Todas las dimensiones del autoconcepto han sido predictoras positivas de la motivación afectiva, mientras que los autoconceptos académico, social, familiar y físico han sido predictores significativos de la motivación de valor. En definitiva, los resultados de este estudio muestran que el autoconcepto potencia el uso de estrategias de aprendizaje autorregulado en el ámbito académico.