Individual variations in sources of self-regulatory efficacy among elementary school pupils

Abstract

Self-regulatory efficacy (SRE) among elementary school children is of interest because pupils’ self-regulation capacities and SRE influence in managing learning situations. This study investigated variations in the four sources of SRE and how these variations were related to SRE, reading skills and arithmetic skills. The participants were 1284 pupils in Grades 2 to 5. SRE and the sources of SRE were explored via questionnaires completed by the pupils. Latent profile analysis was used to search for subgroups with similar combinations of sources. Five distinguishable and informative profile groups emerged with differences in SRE levels and basic academic skills. The greatest variations were in mastery experiences and emotional states, which were the most sensitive sources for detecting interindividual differences in the domain of self-regulation. Multiple positive sources contributed to higher SRE, while low exposure to sources was related to both lower SRE and low basic academic skills.

Keywords:

• Self-efficacy for self-regulation
• self-regulatory efficacy
• sources of self-efficacy
• self-regulation
• academic skills

Ethical approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed consent

Written informed consent was obtained from all legal guardians of the children.

Content of the manuscript has been described previously in a conference presentation (IARLD, Ghent, 2018) and is described in author Paananen’s dissertation (2019).

Disclosure statement

Author Mika Paananen declares that he has no conflict of interest. Author Tuija Aro declares that she has no conflict of interest. Author Tuire Koponen declares that she has no conflict of interest. Author Helena Viholainen declares that she has no conflict of interest. Author Asko Tolvanen declares that he has no conflict of interest. Author Pilvi Peura declares that she has no conflict of interest. Author Mikko Aro declares that he has no conflict of interest.

Data availability statement

Research data are not shared.

Location of the study: Finland

Additional information

Funding

This study was funded by the Academy of Finland (nos. 264415 and 264344 for 2013–2015). Manuscript preparation was supported by a Finnish Cultural Foundation grant (00170801) to Mika Paananen. The Centre of Excellence (CoE) InterLearn is funded by the Academy of Finland’s CoE Programme (2022-2029; grant numbers 346120, 346119 and 346121)