Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role?

Abstract The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-concept, and three cognitive learning organization, elaboration, rehearsal) of 415 university students. A total n = 238 students were in first year their program, while 178 mid-term program. Results correlation analysis revealed that all positively related strategies. In contrast, regression showed organization was only significantly linked elaboration rehearsal enhancement self-talk. Academic self-concept proved interact with predicting elaboration. Furthermore, measurement separability constructs strategies, strategies) invariance across sample for also supported.