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Related Concept Videos

Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
Self-Presentation: Self-Monitoring and Self-Handicapping02:05

Self-Presentation: Self-Monitoring and Self-Handicapping

People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about the way you...
Sources of Self-Esteem II: Performance Feedback01:24

Sources of Self-Esteem II: Performance Feedback

Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem: self-efficacy,...
Strategies of Self-Presentation III: Self-Monitoring01:24

Strategies of Self-Presentation III: Self-Monitoring

Self-monitoring is a central construct in understanding individual differences in self-presentation strategies across social contexts. It refers to how individuals observe, regulate, and control their expressive behavior and self-presentation following situational cues. Self-monitoring reflects a person's sensitivity to social appropriateness and willingness to adapt behavior to fit varying interpersonal demands.High vs. Low Self-Monitoring IndividualsIndividuals high in self-monitoring are...
Self-Regulation01:25

Self-Regulation

Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
Strategies of Self-Presentation II: Self-Verification01:17

Strategies of Self-Presentation II: Self-Verification

Self-verification is a fundamental psychological drive wherein individuals seek affirmation of their self-concept from others, striving for consistency between their internal self-view and external perceptions. This drive operates even when the self-concept is negative, influencing interpersonal behavior and feedback preferences in complex and often counterintuitive ways. Unlike the self-enhancement motive, which seeks positive evaluations, self-verification prioritizes coherence and...

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Related Experiment Videos

Self-regulated profiles and academic achievement.

Antonio Valle1, José Carlos Núñez, Ramón G Cabanach

  • 1Facultad de Ciencias de la Educación, University of A Coruña, A Coruña, Spain. vallar@udc.es

Psicothema
|October 23, 2008
PubMed
Summary
This summary is machine-generated.

This study identifies distinct self-regulated learning profiles in university students using cluster analysis. These profiles significantly correlate with academic achievement, offering new insights for educational practices.

Related Experiment Videos

Area of Science:

  • Educational Psychology
  • Cognitive Science

Background:

  • Research on self-regulated learning and academic achievement shows inconsistent results.
  • Understanding distinct student profiles is crucial for targeted interventions.

Purpose of the Study:

  • To identify self-regulated learning profiles in university students.
  • To analyze the relationship between these profiles and academic achievement.

Main Methods:

  • Cluster analysis was used to group students based on self-regulation indicators.
  • Stepwise linear regression identified key predictors of metacognitive self-regulation.
  • ANOVA examined the link between identified profiles and academic success.

Main Results:

  • Three distinct self-regulated learning profiles were identified.
  • These profiles showed significant differences in academic achievement.
  • Metacognitive self-regulation was predicted by specific variables.

Conclusions:

  • Self-regulated learning profiles offer a nuanced understanding beyond general self-regulation.
  • These findings have practical implications for university-level educational strategies.
  • Tailoring support based on identified profiles may enhance student outcomes.