Differential Stability of State and Trait Self-Regulation in Academic Performance

Abstract

Differential stability of state and trait self-regulation in academic performance was investigated in two areas with 153 participants enrolled in educational psychology (Psychology) courses and 127 participants taking courses related to research method (Method). The structural model supported the hypothesis regarding differential stability of individual differences for state and trait constructs over a 3-month interval—trait self-regulation was more stable over time. However, the students in the Method area showed higher stability in state self-regulation than those in the Psychology area. The students in both areas thought that they were more actively engaged in self-regulatory activities in the testing situations (state) than in generally perceived task-oriented situations (trait). The significant direct effect of trait self-regulation on state self-regulation within each testing occasion suggests that stability in state self-regulation may be partly mediated by stability in trait self-regulation. The current findings of a cognitive construct add significantly to the state-trait stability knowledge base, where most of the stability studies have been conducted in the personality area.