Twenty-fifth International Conference on Learning

Abstract

This research aimed at examining students’ self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic, the role of hope (pathway, agency) in the formulation of self-efficacy, and its impact on self-regulated learning style and the interactive effects of all above factors on performance in the school subjects of language and mathematics. The participants were 165 primary school students, fifth and sixth grades, both gender, who came from 20 state primary schools of various regions of Greece. The students completed the scales at the middle of a school year, while their teachers estimated their school performance. The results showed that the students reported a mixed profile of self-regulatory learning style, favoring external and identified, hope (mainly, agency thinking) was a positive formulator of self-efficacy, hope explained a small percentage of variance of self-regulatory, beyond self-efficacy, with no effects on intrinsic regulation, and the three set of concepts influenced school performance in language and mathematics, particularly agency hope thinking. The findings are discussed with for their implications in education and in future research.