Abstract
This chapter presents a study that examined the relations of the cognitive facets of hope (i.e., pathways thought and agency thinking) with action control and strategy use in self-regulated learning (SRL). Specifically, it was hypothesized that the effects of hope on strategy use (i.e., cognitive, metacognitive, and resource management) and course attainment would be independent from the effects of volitional person characteristics such as action orientation that involves disengagement, initiative, and persistence. A total of 275 undergraduate students participated in the study. The Adult Dispositional Hope Scale (ADHS), the Action Control Scale (ACS-90), and the Learning Strategies Scales of the Motivated Strategies for Learning Questionnaire (MSLQ) were used. Course grades were used as measure of course attainment. The results from path analysis suggest that the two components of dispositional hope predicted the use of almost all of the learning strategies. Disengagement and initiative were found to mainly predict time and study environment management and effort regulation. Persistence and pathways thought, in their turn, made an independent contribution to the variance of course attainment, whereas metacognitive and time and study environment management strategies mediated the effects of disengagement, initiative, and agency thinking. In conclusion, the study showed that trait-like person characteristics, which are central to positive psychology, impact university students’ SRL strategy use and course attainment.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
For all confirmatory factor analyses, EQS 6.1 (Bentler 2005) was used.
References
Bandalos, D. L., Finney, S. J., & Geske, J. A. (2003). A model of statistics performance based on achievement goal theory. Journal of Educational Psychology, 95(3), 604–616.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bartels, J. M., Magun-Jackson, S., & Kemp, A. (2009). Volitional regulation and self-regulated learning: An examination of individual differences in approach-avoidance achievement motivation. Electronic Journal of Research in Educational Psychology, 7(2), 605–626.
Baumann, N., Kaschel, R., & Kuhl, J. (2005). Striving for unwanted goals: Stress-dependent discrepancies between explicit and implicit achievement motives reduce subjective well-being and increase psychosomatic symptoms. Journal of Personality and Social Psychology, 89, 781–799.
Bembenutty, H., Karabenick, S. A., McKeachie, W. J., & Lin, Y.-G. (1998, April). Academic delay of gratification as a volitional strategy. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
Bentler, P. M. (2005). EQS 6.1. Encino: Multivariate Software.
Bidjerano, T., & Dai, D. Y. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences, 17, 69–81.
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161–186.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford.
Brunstein, J. C., & Olbrich, E. (1985). Personal helplessness and action control: Analysis of achievement-related cognitions, self-assessments, and performance. Journal of Personality and Social Psychology, 48, 1540–1551.
Chen, C. S. (2002). Self-regulated learning strategies and achievement in an introduction to information systems course. Information Technology, Learning, and Performance Journal, 20(1), 11–25.
Ciarrochi, J., Heaven, P. C. L., & Davies, F. (2007). The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: A longitudinal study. Journal of Research in Personality, 41, 1161–1178.
Curry, L. A., Snyder, C. R., Cook, D. L., Ruby, B. C., & Rehm, M. (1997). Role of hope in academic and sport achievement. Journal of Personality and Social Psychology, 73, 1257–1267.
Danner, D., Snowdon, D., & Friesen, W. (2001). Positive emotions in early life and longevity: Findings from the Nun study. Journal of Personality and Social Psychology, 80(5), 804–813.
Dermitzaki, I. (2004). Introduction: Individual and social processes in the regulation of learning. Hellenic Journal of Psychology, 1(2), 119–127.
Diefendorff, J. M. (2004). Examination of the roles of action-state orientation and goal orientation in the goal-setting and performance process. Human Performance, 17(4), 375–395.
Diefendorff, J. M., Hall, R. J., Lord, R. G., & Strean, M. L. (2000). Action-state orientation: Construct validity of a revised measure and its relationship to work-related variables. Journal of Applied Psychology, 85, 250–263.
Diefendorff, J. M., Richard, E. M., & Gosserand, R. H. (2006). Examination of situational and attitudinal moderators of the hesitation and performance relation. Personnel Psychology, 59, 365–393.
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25.
Efklides, A., Niemivirta, M., & Yamauchi, H. (2002). Introduction: Some issues on self-regulation to consider. Psychologia: An International Journal of Psychology in the Orient, 45, 207–210.
Hong, E., & O’Neil, H. F. (2001). Construct validation of a trait self-regulation model. International Journal of Psychology, 36(3), 186–194.
Jaramillo, F., & Spector, P. E. (2004). The effect of action orientation on the academic performance of undergraduate marketing majors. Journal of Marketing Education, 26, 250–260.
Johnson, W., McGue, M., & Iacono, W. G. (2006). Genetic and environmental influences on academic achievement trajectories during adolescence. Developmental Psychology, 42, 514–532.
Kashdan, T., Pelham, W., Lang, A., Hoza, B., Jacob, R., Jennings, R., Blumenthal, J., & Gnagy, E. (2002). Hope and optimism as human strengths in parents of children with externalizing disorders: Stress in the eye of the beholder. Journal of Social and Clinical Psychology, 21(4), 441–468.
Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 101–128). New York: Springer.
Kuhl, J. (1994a). Action versus state orientation: Psychometric properties of the action control scale (ACS-90). In J. Kuhl & J. Beckmann (Eds.), Volition and personality: Action versus state orientation (pp. 47–59). Seattle: Hogrefe & Huber.
Kuhl, J. (1994b). A theory of action and state orientations. In J. Kuhl & J. Beckmann (Eds.), Volition and personality: Action versus state orientation (pp. 9–46). Seattle: Hogrefe & Huber.
Kuhl, J. (2000). The volitional basis of Personality Systems Interaction theory: Applications in learning and treatment contexts. International Journal of Educational Research, 33, 665–703.
Kuhl, J. (2001). A functional approach to motivation: The role of goal-enactment and self-regulation in current research on approach and avoidance. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 239–268). Dordrecht: Kluwer.
Kuhl, J., & Beckmann, J. (1994). Volition and personality: Action versus state orientation. Seattle: Hogrefe & Huber.
Kuhl, J., & Fuhrmann, A. (1998). Decomposing self-regulation and self-control: The volitional components inventory. In J. Heckhausen & C. S. Dweck (Eds.), Motivation and self-regulation across the life span (pp. 15–49). New York: Cambridge University Press.
Lopez, S. J., Rose, S., Robinson, C., Marques, S. C., & Pais-Ribeiro, J. (2009). Measuring and promoting hope in schoolchildren. In R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.), Handbook of positive psychology in schools (pp. 37–50). New York: Taylor & Francis.
Marques, S. C., Pais-Ribeiro, J. L., & Lopez, S. J. (2011). The role of positive psychology constructs in predicting mental health and academic achievement in children and adolescents: A two-year longitudinal study. Journal of Happiness Studies. doi:10.1007/s10902-010-9244-4.
Matti, C. B. L., Tria, D. A. T., & Verano, C. M. L. (2009). Action control as predictors of learning-related achievement emotions. The International Journal of Research and Review, 1, 97–118.
Moraitou, D., Kolovou, C., Papasozomenou, C., & Paschoula, C. (2006). Hope and adaptation to old age: Their relationship with individual-demographic factors. Social Indicators Research, 76, 71–93.
Onwuegbuzie, A. J., & Snyder, C. R. (2000). Relations between hope and graduate students’ studying and test-taking strategies. Psychological Reports, 86, 803–806.
Papantoniou, G. (2002). Cognitive style, anxiety and action control. Unpublished dissertation, Aristotle University of Thessaloniki, Thessaloniki, Greece.
Papantoniou, G., & Efklides, A. (2004). Affective and cognitive effects on action control. Psychology, 11, 285–302 (In Greek).
Papantoniou, G., Moraitou, D., Dinou, M., & Katsadima, E. (2010). Psychometric properties of the Greek version of the Action Control Scale. The International Journal of Educational and Psychological Assessment, 5, 45–60.
Perry, R. P., Hladkyj, S., Pekrun, R. H., & Pelletier, S. T. (2001). Academic control and action control in the achievement of college students: A longitudinal field study. Journal of Educational Psychology, 93(4), 776–789.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 432–502). San Diego: Academic.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: University of Michigan.
Robinson, C., & Rose, S. (2010). Predictive, construct, and convergent validity of general and domain-specific measures of hope for college student academic achievement. Research in the Schools, 17(1), 38–52.
Robinson, C., & Snipes, K. (2009). Hope, optimism, and self-efficacy: A system of competence and control enhancing African-American college students’ academic well-being. Multiple Linear Regression Viewpoints, 35(2), 16–26.
Rose, S. (2008). The expansion and validation of dispositional and academic measures of hope. Dissertation Abstracts International Section A: Humanities and Social Sciences, 69(5-A).
Roy, M., Vezeau, C., & Bouffard, T. (2008, May). Action orientation and self-regulation in school. Poster presented at the 3rd Biennial meeting of the EARLI Special Interest Group 16 METACOGNITION, Ioannina, Greece.
Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health: Assessment and implications of generalized outcome expectancies. Health Psychology, 4, 219–247.
Schunk, D. H., & Zimmerman, B. J. (Eds.). (1994). Self-regulation of learning and performance. Hillsdale: Erlbaum.
Snyder, C. R. (2000). Handbook of hope: Theory, measures, and applications. San Diego: Academic.
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C., & Harney, P. (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60, 570–585.
Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Rubinstein, H., & Stahl, K. J. (1997). The development and validation of the children’s hope scale. Journal of Pediatric Psychology, 22, 399–421.
Snyder, C. R., Rand, K. L., & Sigmon, D. R. (2002). Hope theory: A member of the positive psychology family. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 257–275). New York: Oxford University Press.
Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams, V. H., III, & Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94, 820–826.
Torrano, F., & Gonzalez, M. C. (2004). Self-regulated learning: Current and future directions. Electronic Journal of Research in Educational Psychology, 2(1), 1–34.
Winne, P. H. (2004). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. Educational Research, 41, 466–488.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments and future prospects. American Educational Research Journal, 45, 166–183.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Papantoniou, G., Moraitou, D., Dinou, M., Katsadima, E. (2012). Dispositional Hope and Action-State Orientation: Their Role in Self-Regulated Learning. In: Efklides, A., Moraitou, D. (eds) A Positive Psychology Perspective on Quality of Life. Social Indicators Research Series, vol 51. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4963-4_12
Download citation
DOI: https://doi.org/10.1007/978-94-007-4963-4_12
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-4962-7
Online ISBN: 978-94-007-4963-4
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)