Abstract
The purpose of this study was to examine willpower beliefs as a predictor of a more expansive set of self-regulated learning (SRL) strategies, and to expand knowledge on relations between dispositional motivational beliefs and SRL. We examined these relations while accounting for more established SRL precursors: mindset and self-efficacy for self-regulated learning (SESRL). Our sample included 281 college students in an educational psychology course. Hierarchical linear regression analyses were conducted for several regulatory areas and supported previous findings related to mindset and SESRL. Our findings indicated that willpower beliefs were positively related to students’ self-reported engagement with cognitive, motivation, and contextual regulation strategies. This study has implications for willpower as a point of intervention for increasing students’ engagement in SRL.
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