The role of self-regulatory and motivational processes in the academic and social functioning of secondary one students

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Chong, Wan Har
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This study examines the academic and social self-regulatory functioning of thirteen-year old secondary one students from different academic streams, and the role personal agency beliefs plays in facilitating such functioning. The thesis assumes that both academic and social self-regulation. and the self-beliefs of academic and social efficacy, specific aspects of self-concept and affiliation-based motivation are important in enhancing strategic learning and successful school engagement. It questions the validity of Western conceptualized and individualistically-oriented motivational concepts, and argues for a role for affiliation-based motives in supporting students' academic and social initiatives in a largely collectivistic context like Singapore. It also examines whether both academic and social self-regulation share common underlying processes, so that by reinforcing these processes, it may be possible to strengthen both academic and social functioning. An intervention programme was designed to test out the conceptual model involving the postulated relations between self-regulatory processes and motivational variables with low achieving students. Unlike many cognitive interventions that were specifically designed to teach strategies to enhance learning, this training aimed at strengthening the students' self-regulatory functioning an,d underlying motivational beliefs that come to influence educational outcomes.