Conceptualizing the relations between executive functions and self-regulated learning.
An interdisciplinary approach to comparing constructs can inform theoretical and applied perspectives. In this study, the author considered executive functions and self-regulated learning to clarify mutual conceptual relations. College students (N = 108) completed the Executive Function Index (M. Spinella, 2005) and the Motivated Strategies for Learning Questionnaire (P. R. Pintrich, D. A. F. Smith, T. Garcia, & W. J. McKeachie, 1991) Analyses revealed points of overlap and separation. The executive functions of planning, impulse control, and motivational drive were significant predictors of cognitive strategy use, metacognitive strategy use, and academic effort regulation. Attributional and affective components of self-regulated learning failed to correlate with executive functions. Overall, results suggested an overlapping relation rather than a hierarchical relation between the construct clusters.
Garner
Joanna Kate
JK
The Pennsylvania State University, Berks College, Department of Psychology, PO Box 7009, Tulpehocken Road, Reading, PA 19610, USA. jkg122@psu.edu
D000124:Achievement; D000293:Adolescent; D001288:Attention; D003071:Cognition; D004328:Drive; D004645:Empathy; D005260:Female; D006040:Goals; D006801:Humans; D007175:Impulsive Behavior / Q000523:psychology; D007266:Inhibition, Psychological; D007389:Internal-External Control; D007858:Learning; D008297:Male; D009042:Motivation; D010555:Personality Inventory; D011340:Problem Solving; D012649:Self Concept; D013334:Students / Q000523:psychology; D013732:Test Anxiety Scale; D055815:Young Adult