The role of teacher support, students’ need satisfaction, and their psychological capital in enhancing students’ self-regulated learning

Rok, strany: 2020, 43 - 57

Because self-regulated learners do better in university and tend to be successful students, many authors consider that the development of self-regulatory learning skills in students has to become a priority for higher education. The present study aimed to investigate the explanatory role of psychological capital, as a personal resource, over and above teacher support and needs satisfaction, in relation to students’ preference for self-regulate their learning (i.e., using cognitive strategies and self-regulation in academic learning). Data were collected from a convenience sample made up of 236 Romanian Psychology first-year students. Hierarchical multiple regressions indicated that psychological capital has an important role, over teacher support and the need for competence satisfaction, in the explanation of the students’ preference for self-regulate their learning. From the practical perspective, research findings support educational practice interventions in enhancing self-regulation learning, because all three explored variables are changeable or malleable and can be fulfilled or improved through training.

ISO 690:

Sava, S., Vîrgă, D., Paloș, R. 2020. The role of teacher support, students’ need satisfaction, and their psychological capital in enhancing students’ self-regulated learning. In Studia Psychologica, vol. 62, no.1, pp. 43-57. 0039-3320. DOI: https://doi.org/10.31577/sp.2020.01.790

APA:

Sava, S., Vîrgă, D., Paloș, R. (2020). The role of teacher support, students’ need satisfaction, and their psychological capital in enhancing students’ self-regulated learning. Studia Psychologica, 62(1), 43-57. 0039-3320. DOI: https://doi.org/10.31577/sp.2020.01.790

Vydavateľ: Institute of Experimental Psychology Centre of Social and Psychological Sciences Slovak Academy of Sciences, Bratislava, Slovak

https://creativecommons.org/licenses/by/4.0/