Reciprocal modelling of Japanese university students' regulation strategies and motivational deficits for studying

Abstract

While researchers have proposed a reciprocal relationship between why and how students study, scant research has effectively tested this model. The current study tests this model with first-year students, after one month at university and again in the final month of their first year. Participating students (n=933) enrolled across 6 faculties were studying at one private Japanese university in Western Japan. All students reported their motivational deficits for studying and their regulation strategies at two time points. Longitudinal structural equation modelling, which incorporated gender as a predictor and Grade Point Average as an outcome, was undertaken. Modelling identified: 1) self-regulation and lack of (but not external) regulation as important predictors of future motivations; 2) task valuation and effort beliefs as key determinants of future self-regulation; 3) ability beliefs as the key predictor of future achievement. Implications for theory and practice are discussed.