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Influence of student learning experience on academic performance: The mediator and moderator effects of self‐regulation and motivation
Author(s) -
Ning Hoi Kwan,
Downing Kevin
Publication year - 2012
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411926.2010.538468
Subject(s) - moderation , psychology , self regulated learning , structural equation modeling , multilevel model , mediator , intrinsic motivation , self efficacy , goal theory , social psychology , academic achievement , mathematics education , medicine , statistics , mathematics , machine learning , computer science
This study examined the mediator and moderator roles of self‐regulation and motivation constructs in the relationship between learning experience and academic success. Self‐reported measures of learning experience, self‐regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation modelling indicated that self‐regulation and motivation fully mediated the learning experience—academic performance relation. In addition, hierarchical regression analysis also showed that both self‐regulation and motivation had small moderating effects on the link between learning experience and academic performance. That is, the association between learning experience and cumulative GPA was stronger for students with lower levels of self‐regulation and motivation. The implications of fostering motivation and enhancing university learning experience are discussed.