HOW CAN A STUDENT’S DEPRESSIVE ATTITUDE INTERFERE WITH THE USE OF GOOD SELF-REGULATION SKILLS?

Angelica Moè; Cesare Cornoldi; Rossana De Beni; Luisa Veronese

doi:10.1016/S0735-004X(04)17008-0

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Advances in Learning and Behavioral Disabilities

ISSN: 0735-004X
Series editor(s): Bryan G. Cook, Melody Tankersley & Timothy J. Landrum

Subject Area: Education

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HOW CAN A STUDENT’S DEPRESSIVE ATTITUDE INTERFERE WITH THE USE OF GOOD SELF-REGULATION SKILLS?

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Title:	HOW CAN A STUDENT’S DEPRESSIVE ATTITUDE INTERFERE WITH THE USE OF GOOD SELF-REGULATION SKILLS?
Author(s):	Angelica Moè, Cesare Cornoldi, Rossana De Beni, Luisa Veronese
Volume:	17 Editor(s): Thomas E. Scruggs and Margo A. Mastropieri ISBN: 978-0-76231-107-1 eISBN: 978-1-84950-270-2
Citation:	Angelica Moè, Cesare Cornoldi, Rossana De Beni, Luisa Veronese (2004), HOW CAN A STUDENT’S DEPRESSIVE ATTITUDE INTERFERE WITH THE USE OF GOOD SELF-REGULATION SKILLS?, in Thomas E. Scruggs and Margo A. Mastropieri (ed.) Research in Secondary Schools (Advances in Learning and Behavioral Disabilities, Volume 17), Emerald Group Publishing Limited, pp.207-220
DOI:	10.1016/S0735-004X(04)17008-0 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Abstract:	Self-regulation skills, such as organisation, self-evaluation, personal elaboration, metacognitive attitude and strategic awareness are very important predictors of academic achievement. However, research has not studied in depth the factors that facilitate the use of good self-regulatory skills. The present research was intended to study the role of some factors that could affect these self-regulation skills, in particular depressive attitude and motivational beliefs. A group of 246 adolescents, aged between 14 and 18, were administered self-report questionnaires devised to test aspects underlying self-regulation. A preliminary factor analysis confirmed the centrality of the three-hypothesised aspects: motivational beliefs, depressive attitude, and self-regulation-skills. A path analysis revealed that there are important links between motivational beliefs and self-regulation and between depressive attitude and motivational beliefs. Some educational implications are discussed.