A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä

The developmental trajectory of perceived self-regulation, personal interest, and general achievement throughout high school: A longitudinal study

Julkaisun tekijät: Helle L, Laakkonen E, Tuijula T, Vermunt JD


Julkaisuvuosi: 2013

Journal: British Journal of Educational Psychology


Lehden akronyymi: BRIT J EDUC PSYCHOL

Numero sarjassa: 2

Volyymi: 83

Julkaisunumero: 2

Sivujen määrä: 15

ISSN: 0007-0998

DOI: http://dx.doi.org/10.1111/bjep.12014

Background Our interest in perceived self-regulation of learning arose in the context of educational reform. After decades of stability, the Finnish high school system underwent reform in the 1990s, with a significant emphasis being placed on promoting student self-regulation of learning. Aims The purposes of the study were (1) to evaluate changes in the mean level of perceived self-regulation throughout high school and (2) to evaluate the nature of the developmental relations between achievement, perceived self-regulation, and personal interest. Sample The participants consisted of 245 systematically sampled high school students from a mid-sized Finnish city. Methods T tests for paired samples were employed to assess changes in the level of personal interest and perceived self-regulation. Analysis of the developmental relations was carried out within a structural equations modelling framework. Results The main result was that perceived self-regulation at the beginning of high school predicted not only scholastic achievement at the end of high school over and above prior achievement, but also subsequent personal interest. Additionally, following an international trend, the level of perceived self-regulation decreased from the first to third year of study. Conclusions The study has important theoretical and practical implications. First, the results suggest that perceived self-regulation and personal interest are only partially explained by achievement. Second, it appears that perceived self-regulation drives personal interest, not the other way around. Finally, ways for teachers and schools to sustain perceived self-regulation throughout the high school years are discussed.

Research Areas

Last updated on 2021-24-06 at 11:09