The Relationship of Self-Efficacy, Identity Style, and Stage of Change with Academic Self-Regulation

Abstract

The purpose of this study was to examine the relationship between academic self-regulation, self-efficacy, and two student self-belief systems, identity style and stage of change, for 210 college students enrolled at a private research university. High scores on the informational identity, contemplation stage, and action stage subscales and low scores on the diffuse/avoidant identity subscale were correlated with high self-regulation scores. The degree that the students have invested effort in establishing their identity as students (informational identity style) and their willingness to improve their study skills (action stage of change) significantly increased the proportion of variance explained in students' self-regulation scores. Implications for learning strategies instruction are discussed.

Additional information

Notes on contributors

Terrance G. Jakubowski

This paper is based on Terrance G. Jakubowski's dissertation. The authors would like to thank Dennis Hocevar for his assistance in an earlier draft of this paper. Terrance would also like to acknowledge the assistance of Richard Clark, Margaret Gatz, and Hiromi Matsunaga for their contributions to the dissertation. Terrance G. Jakubowski (Ph.D., Educational Psychology, University of Southern California) is the Data Specialist for Local District 3 of the Los Angeles Unified School District. The focus of his research and work with the school district is upon developing a fuller understanding of students who have not been successful in traditional school environments (English Learners, Special Education, and underachieving students) and developing curriculum and pedagogy to help these students to be successful. Correspondence concerning this article should be addressed to Terrance G. Jakubowski, 3941 Veselich Avenue, Building 4, Apartment 150, Los Angeles, CA 90039, [phone]. E-mail: [email protected] Myron H. Dembo (Ph.D., Indiana University) is the Stephen Crocker Professor in Education in the Rossier School of Education at the University of Southern California. He is a fellow in the American Psychological Association, an associate editor of the Elementary School Journal and on the editorial advisory board for the Journal of College Reading and Learning. He specializes in learning and motivation with a focus on teaching students how to become more self-regulated learners. He has written three books and over 75 research articles on the teaching—learning process. His textbook, Applying Educational Psychology, is now in its 5^th edition. His most recent book is Motivation and Learning Strategies for College Success: A Self-Management Approach (2^nd ed.).

Myron H. Dembo

This paper is based on Terrance G. Jakubowski's dissertation. The authors would like to thank Dennis Hocevar for his assistance in an earlier draft of this paper. Terrance would also like to acknowledge the assistance of Richard Clark, Margaret Gatz, and Hiromi Matsunaga for their contributions to the dissertation. Terrance G. Jakubowski (Ph.D., Educational Psychology, University of Southern California) is the Data Specialist for Local District 3 of the Los Angeles Unified School District. The focus of his research and work with the school district is upon developing a fuller understanding of students who have not been successful in traditional school environments (English Learners, Special Education, and underachieving students) and developing curriculum and pedagogy to help these students to be successful. Correspondence concerning this article should be addressed to Terrance G. Jakubowski, 3941 Veselich Avenue, Building 4, Apartment 150, Los Angeles, CA 90039, [phone]. E-mail: [email protected] Myron H. Dembo (Ph.D., Indiana University) is the Stephen Crocker Professor in Education in the Rossier School of Education at the University of Southern California. He is a fellow in the American Psychological Association, an associate editor of the Elementary School Journal and on the editorial advisory board for the Journal of College Reading and Learning. He specializes in learning and motivation with a focus on teaching students how to become more self-regulated learners. He has written three books and over 75 research articles on the teaching—learning process. His textbook, Applying Educational Psychology, is now in its 5^th edition. His most recent book is Motivation and Learning Strategies for College Success: A Self-Management Approach (2^nd ed.).