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      Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review

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      The Internet and Higher Education
      Elsevier BV

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          Psychological correlates of university students' academic performance: a systematic review and meta-analysis.

          A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.
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            Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)

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              A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students

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                Author and article information

                Journal
                The Internet and Higher Education
                The Internet and Higher Education
                Elsevier BV
                10967516
                October 2015
                October 2015
                : 27
                :
                : 1-13
                Article
                10.1016/j.iheduc.2015.04.007
                e396f556-954b-4e27-9527-89f1d053859a
                © 2015
                History

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