[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588534-105":59,"doc-detail-588534-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","components-of-self-regulated-learning-implications-for-school-performance-volume-3-number-1-2010","COMPONENTS OF SELF-REGULATED LEARNING; IMPLICATIONS FOR SCHOOL PERFORMANCE - Volume 3 - Number 1 - 2010","","Self-regulated school learning behavior draws on multiple psychological dimensions, especially learning goals, personal self-efficacy, metacognition, and test anxiety. Their adaptive functioning is linked to higher school performance and stronger learning competency. Prior research reports correlations among these variables, including differences in learning trajectories produced by distinct goal types. Competency and performance goals shape cognitive, motivational, and affective strategies, while advanced metacognition aligns with high self-efficacy. Competency goals also predict deeper processing and critical thinking across grade transitions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/components-of-self-regulated-learning-implications-for-school-performance-volume-3-number-1-2010/588534/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/components-of-self-regulated-learning-implications-for-school-performance-volume-3-number-1-2010/588534.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which self-regulated learning constructs are highlighted as most influential for school learning?","Question",{"text":112,"@type":113},"The text emphasizes learning goals, personal self-efficacy, metacognition, and test anxiety as key self-regulation constructs influencing school learning and achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do different learning goals relate to learning strategies and performance?",{"text":117,"@type":113},"The document states that different learning goal types lead to different evolution trajectories and activate distinct cognitive, motivational, and affective strategies, with competency and performance goals showing particular patterns linked to performance.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study say about the link between metacognition and self-efficacy?",{"text":121,"@type":113},"It indicates that advanced metacognition is associated with high self-efficacy and good learning achievements, and that competency goals predict advanced processing and deeper learning approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588534,1792167168,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Volume 3, Number 1, 2010  \nCOMPONENTS OF SELF-REGULATED LEARNING; IMPLICATIONS FOR SCHOOL PERFORMANCE  \nCodruţa Mih, Viorel Mih  \nAbstract: Self-regulated school learning behavior includes the activation of a relatively large number of psychological dimensions. Among the most important self-regulation constructs that influence school learning are: learning goals, personal self-efficacy, metacognition and testanxiety. The adaptive functioning of these is associated with high performance at school and advanced learning competency. Previous studies have identified numerous correlations between the above mentioned variables. Thus, different learning goals determine different evolution trajectories. Competency and performance goals can activate cognitive, motivational, affective strategies and differences in performance. Advanced metacognition is linked with high selfefficacy and good learning achievements. Competency goals are good predictors of advanced processing. Competent pupils more frequently use in-depth processing and a high level of critical thinking, being more able to use self-regulated learning in comparison to less competent students.  \nAs school years advance, particular constructs show a specific evolution pattern, described in the present study.  \nKey words: self-regulated learning, metacognition, cognitiv regulation, motivational regulation, emotional regulation, school performance  \n1. Introduction  \nThe present study aims to identify the evolution pattern of the constructs (psychological dimensions) that represent operationalizations of learning behavior, throughout medium and advanced scholarization (6th, 8th, 10th, and 12th grade) . The multidimensional construct of “learning behavior”was measured with instruments that include four types of self-regulation (cognitive, metacognitive, motivational and emotional) .  \nMore specifically, the study set off to identify the variables involved in the process of school learning, describing the relations between these, as well as the way each construct develops as school age advances. Research was conducted with students of medium school age (6th and 8th grades) and older age (high school, 10th and 12th grades) . The investigation process started off by performing a critical analysis of the complex models of self-regulated learning existing in the literature, elaborated by known authors (Boekaert, Borkowski, Pintrich, Winne, Zimmerman) . The next step consisted in identifying the potential mediating variables between the distal traits (intelligence level, cognitive abilities, and learning goals) and proximal states (school performance) . Thus, the research encompassed identifying the variables that influence the complex process of self-regulated learning, describing the relations of covariance between these constructs, and exploring their evolution within the transition from gymnasium to high school.  \nVariables that are activated within the school learning process were grouped in three major categories:(a) learning goals; (b) cognitive, metacognitive, motivational and emotional strategies; (c) school performance (Table 1).  \nReceived 2 February 2010, accepted 3 March 2010, published 27 March 2010  \nTabel 1. Activated variables in school learning  \n\n| Distal traits | Regulation | Proximal states |  |\n| --- | --- | --- | --- |\n| Cognitive abilities\u003Cbr>Goal orientation:\u003Cbr>-mastery goals\u003Cbr>-performance goals\u003Cbr>-work avoidance goals | Metacognition\u003Cbr>-metacognitive knowledge-metacognitive regulation\u003Cbr>Motivation\u003Cbr>-intrinsec value\u003Cbr>-effort\u003Cbr>-perseveration\u003Cbr>Emotion\u003Cbr>-test anxiety\u003Cbr>-positive emotion\u003Cbr>-negative emotion | Knowledge\u003Cbr>-declarative knowledge-procedural knowledge | School performance\u003Cbr>-school evaluation |\n\n2. Description of the constructs used within the study  \n2.1. The relation between learning goals-self-regulatory strategies-school performance  \nLearning goals are the first variables analyzed in the present study. Most research focusing on ","cbCailzZvMnYujrz","https://ap.wps.com/l/cbCailzZvMnYujrz","pdf",181785,"English","# 1. Introduction\n## Study aims and research approach\n## Variables and classification framework\n# 2. Description of the constructs used within the study\n## Relation between learning goals, self-regulatory strategies, and school performance","[{\"question\":\"Which self-regulated learning constructs are highlighted as most influential for school learning?\",\"answer\":\"The text emphasizes learning goals, personal self-efficacy, metacognition, and test anxiety as key self-regulation constructs influencing school learning and achievement.\"},{\"question\":\"How do different learning goals relate to learning strategies and performance?\",\"answer\":\"The document states that different learning goal types lead to different evolution trajectories and activate distinct cognitive, motivational, and affective strategies, with competency and performance goals showing particular patterns linked to performance.\"},{\"question\":\"What does the study say about the link between metacognition and self-efficacy?\",\"answer\":\"It indicates that advanced metacognition is associated with high self-efficacy and good learning achievements, and that competency goals predict advanced processing and deeper learning approaches.\"}]","COMPONENTS OF SELF-REGULATED LEARNING; IMPLICATIONS FOR SCHOOL PERFORMANCE - Volume 3 - Number 1 - 2010 | PDF",1792065438,25]