揭示青少年持续的学业可能自我、学业自我概念、自我调节和成就之间的关系：一项纵向和适度中介研究

IF 1.7 4区心理学 Q3 PSYCHOLOGY, SOCIAL

Self and Identity Pub Date : 2021-05-30 DOI:10.1080/15298868.2021.1930578

Jieun Lee

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引用次数: 4

摘要

摘要本研究在纵向和互动的背景下调查了青少年持续的学业可能自我（PAPS）、学业自我概念、自我调节和成就（N=113）。PAPS包括面向未来的动机（即发展学术可能自我的动机）和面向未来的自我调节学习（即致力于利用自我调节学习来实现这些自我）。通过进行三项调查，我发现青少年的PAPS在整个学期都在增长，但这种增长与成绩没有直接关系。此外，他们在学期初的学术自我概念和自我调节在预测PAPS增长方面的作用不同。最后，PAPS只有在当前自我调节的调节下才能促进未来的成就。无论学业自我概念的水平和过去的成就如何，中介效应都是强大的。

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Unveiling the relationships among adolescents’ persistent academic possible selves, academic self-concept, self-regulation, and achievement: A Longitudinal and Moderated Mediation Study

ABSTRACT This study investigates adolescents’ persistent academic possible selves (PAPS), academic self-concept, self-regulation, and achievement in a longitudinal and interactive context (N = 113). The PAPS incorporates future-oriented motivation (i.e., motivation to develop academic possible selves) and future-oriented self-regulated learning (i.e., commitment to utilizing self-regulated learning to achieve those selves). By administering three surveys, I found that adolescents’ PAPS grow over the semester, but the growth did not directly relate to achievement. Additionally, their academic self-concept and self-regulation at the beginning of the semester functioned differently to predict the growth of PAPS. Lastly, PAPS promoted future achievement only when it is mediated by current self-regulation. The mediation effect was robust regardless of the level of academic self-concept and past achievement.

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来源期刊

Self and Identity PSYCHOLOGY, SOCIAL-

CiteScore

5.10

自引率

5.00%

发文量

期刊介绍： Work on self and identity has a special place in the study of human nature, as self-concerns are arguably at the center of individuals" striving for well-being and for making sense of one"s life. Life goals develop and are influenced by one"s view of what one is like, the way one would ideally like to be (or would like to avoid being), as well as one"s perceptions of what is feasible. Furthermore, conceptions of self and the world affect how one"s progress towards these goals is monitored, evaluated, redirected, re-evaluated, and pursued again. Thus, the “self” as a construct has far-reaching implications for behavior, self-esteem, motivation, experience of emotions and the world more broadly, and hence for interpersonal relationships, society, and culture.