Relationships Between Narrow Personality Traits and Self-Regulated Learning Strategies - Exploring the Role of Mindfulness, Contingent Self-Esteem, and Self-Control

Oct 15, 2026

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Study examines how narrow personality traits relate to self-regulated learning. Using Boekaerts’ dual-processing self-regulation model, research analyzes links among mindfulness, contingent self-esteem (domain academic competence), and self-control with self-regulated learning strategies, emotion regulation strategies, and affective well-being during learning. Data from N=588 university students are tested through path analysis. Results show significant relationships with multiple learning variables, especially self-control and academic-competence contingent self-esteem, informing training and counseling approaches.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Self-regulated learning and personality relevance

Narrow personality traits and research gap

Study focus and selected traits

AERA Open July-September 2020, Vol. 6, No. 3, pp. 1–15 DOI: 10. 1177/2332858420949499 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2020. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero) Relationships Between Narrow Personality Traits and Self-Regulated Learning Strategies: Exploring the Role of Mindfulness, Contingent Self-Esteem, and Self-Control Felicitas Opelt Malte Schwinger Philipps University Marburg Based on Boekaerts’ dual-processing self-regulation model, our study seeks to examine to what extent narrow personality traits are associated with different aspects of self-regulated learning. We approach this research question by examining the relationships of the narrow personality traits mindfulness, contingent self-esteem (domain academic competence), and selfcontrol with various self-regulated learning strategies, emotion regulation strategies, and affective well-being during learning in a sample of N = 588 university students. Path analysis revealed the selected narrow personality traits to be significantly related to a variety of the investigated self-regulated learning variables, with more relationships to self-control and the contingent self-esteem domain academic competence than to mindfulness. Our study overall contributes to the understanding of how the selected narrow personality traits of students are associated with various aspects of their self-regulated learning behavior. Practical implications for promoting self-regulated learning via training (self-control) and counseling services (contingent self-esteem) are discussed. Keywords: mindfulness, contingent self-esteem domain academic competence, self-control, self-regulated learning, emotion regulation, affective well-being during learning Introduction Self-regulated learning has various aspects in the context of learning, such as cognitive, metacognitive, motivational, behavioral, and affective/emotional variables (Panadero, 2017) . It implies the self-generation of feelings, thoughts, and actions with the purpose of achieving one’s own learning goals (Zimmerman, 2001) . Selfregulated learners use different learning strategies to improve their learning (de Boer et al., 2012) . Given empirical evidence that using self-regulated learning strategies is beneficial for students’ academic and psychological outcomes (Parvin et al. , 2015; Schwinger et al. , 2009; Tavakolizadeh et al. , 2012) and that self-regulated learning is underpinned by personality (Bidjerano & Dai, 2007; Sansone et al. , 1999), the question arises as to which personality variables are meaningfully related to various aspects of self-regulated learning behavior. The relevance of personality variables is emphasized in several theories on achievement motivation and behavior (e.g., Bandura, 1999; Dweck, 2017) . Research in various areas revealed that focusing on specific, narrow traits—compared, for example, with the rather broadly defined Big Five—may increase the predictive validity with respect to certain outcome variables. These narrow personality traits are mostly defined as Big Five subscales or as traits that the Big Five model does not comprise (Lounsbury et al., 2007) . They are thus to be regarded as more specific personality constructs. To date, research on personality and self-regulated learning was mainly conducted regarding rather broadly defined personality dimensions, such as the Big Five. It was found that several self-regulated learning strategies covary with the Big Five dimensions to some degree, which implies that personality underpins self-regulated learning (e.g., Bidjerano & Dai, 2007) . However, the relations between narrow personality traits and self-regulated learning have rarely been explored. Therefore, with our research we intend to contribute to an understanding of to what extent narrow personality traits of adult

FAQs

What self-regulated learning components are examined in the study?

The study examines relationships between narrow personality traits and self-regulated learning strategies, emotion regulation strategies, and affective well-being during learning.

Which narrow personality traits are investigated?

Mindfulness, contingent self-esteem (domain academic competence), and self-control are the three narrow traits analyzed.

What do the path analysis results indicate about the strongest associations?

Selected narrow personality traits are significantly related to multiple self-regulated learning variables, with more relationships to self-control and contingent self-esteem in the academic competence domain than to mindfulness.

Oct 15, 2026

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