Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Jesús de la Fuente, Erika Andrea Malpica-Chavarria, Angélica Garzón-Umerenkova and Mónica Pachón-Basallo
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Jesús de la Fuente: School of Education and Psychology, University of Navarra, 31009 Pamplona, Spain
Erika Andrea Malpica-Chavarria: School of Psychology, Fundación Universitaria Konrad Lorenz, Bogotá 110231, Colombia
Angélica Garzón-Umerenkova: School of Psychology, Fundación Universitaria Konrad Lorenz, Bogotá 110231, Colombia
Mónica Pachón-Basallo: School of Education and Psychology, University of Navarra, 31009 Pamplona, Spain

IJERPH, 2021, vol. 18, issue 17, 1-18

Abstract: This investigation aimed to analyze the predictive differential value of personal (self-regulation, self-efficacy, procrastination) and contextual characteristics (parents’ socio-educational level), regarding academic achievement, among Colombian adolescents. A total of 430 students (from 11 to 18 years old) from both genders filled out validated self-reports and informed their academic achievement. We performed an ex-post-facto design, simple regression analyses, structural equations predictions analyses (SEM), and variance analyses (ANOVAs). The results showed that self-regulation is the most potent personal variable predictive of procrastination and achievement, positively associated with self-efficacy; additionally, the parents’ educational level was also a predictor, although to a lesser level. The female group and the elderly group negatively predicted academic achievement, behaving as modulatory variables of the above results.

Keywords: self-regulation; self-efficacy; procrastination; educational level of family; gender; adolescence; academic achievement (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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