Self-Efficacy for Self-Regulated Learning Mediates Association between Implicit Theories of Willpower and Learning Strategies

Abstract

This study investigates associations between two types of control beliefs—self-efficacy for self-regulation and implicit theories of willpower—and undergraduate biology students’ (N = 535) behavioral self-regulation and performance. Findings suggest that self-efficacy is the more proximally related motive for students to engage in academic self-regulatory behaviors, as it was directly related to both behavioral self-regulation and course grades. In contrast, implicit theories about willpower were indirectly associated with both outcomes through self-efficacy. Collectively, results support implicit theories about willpower as a potential influence on how students interpret mental effort, in turn raising or lowering self-efficacy, ultimately predicting their self-regulatory behaviors and grades. Theoretical and practical implications are discussed.

Keywords:

• Academic motivation
• implicit theories about willpower
• self-efficacy
• self-regulation

Disclosure Statement

The authors have no known conflicts of interest to disclose.

Data Availability Statement

Means, standard deviations, and correlations for all variables in the study are provided in Table 1 and can be used as input data. Raw data can be requested by contacting the first author.

Figure 1. Indirect associations model: self-efficacy as an intervening variable in the association between implicit theory of willpower and academic self-regulation.

Model Fit: χ²(4) = 9.34, p = .052; χ²/df = 2.34; CFI = .983; RMSEA = .050; TLI = .912; SRMR = .019

Note. Error terms and control variables are not depicted for clarity; Model controlled for gender and class designation; Model coefficients are standardized estimates; *p < .05, **p < .01