The role of teacher support, students’ need satisfaction, and their psychological capital in enhancing students’ self-regulated learning

Abstract

Because self-regulated learners do better in university and tend to be successful
students, many authors consider that the development of self-regulatory learning skills
in students has to become a priority for higher education. The present study aimed to
investigate the explanatory role of psychological capital, as a personal resource, over
and above teacher support and needs satisfaction, in relation to students’ preference
for self-regulate their learning (i.e., using cognitive strategies and self-regulation in
academic learning). Data were collected from a convenience sample made up of 236
Romanian Psychology first-year students. Hierarchical multiple regressions indicated
that psychological capital has an important role, over teacher support and the need for
competence satisfaction, in the explanation of the students’ preference for self-regulate
their learning. From the practical perspective, research findings support educational
practice interventions in enhancing self-regulation learning, because all three explored
variables are changeable or malleable and can be fulfilled or improved through
training.