Cognitive and emotional predictors of self-regulated learning: a structural model based on executive functions, learning strategies, and sense of coherence

Abstract

Self-Regulated Learning (SRL) is a complex process that enables university students to consciously manage their learning and achieve strong academic performance throughout their academic career. This process is influenced by various factors, particularly within the cognitive and emotional domains. Specifically, SRL is shaped by variables such as Executive Functions, Sense of Coherence, and Learning Management Strategies. In this study, we hypothesized that Conscious Monitoring of Responsibilities, Supervisory Attentional System, Deliberate Emotion Regulation, Manageability, Meaningfulness, and Conscious Motivational Strategies contribute significantly to the variance observed in SRL. Two explanatory models were proposed to represent the dynamic relationships among these variables. The study involved a sample of 1316 university students from two Latin American countries: Chile (n = 631, M_age=20.18, SD=2.06) and Ecuador (n = 685, M_age=20.71, SD=1.99). Three scales were used to assess the variables included in the models, each demonstrating acceptable to strong internal consistency (α=0.70 to 0.85). The results revealed moderate to strong correlations among the variables (r = 0.27 to 0.64). The explained variance of SRL was 24% for the emotional and 30% for the cognitive dimensions. Both proposed models demonstrated adequate fit indices (CFI=0.96, RMSEA=0.05, SRMR=0.04), supporting the structural validity of the models. These findings suggest that SRL is the result of a complex interaction between cognitive and emotional factors. The models proposed in this study offer a valuable foundation for the development of targeted interventions aimed at enhancing SRL in university students and, consequently, improving their academic performance.