Motivational Self-Regulation Strategies and Their Relationship with Academic Adjustment Across Adolescent High-Ability, Learning-Disability, and Regular Students
Zeltia Martínez-López, Mª Emma Mayo, Jose Eulogio Real, Carolina Tinajero · 2026
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Description
Zeltia Martínez-López and co-authors published a 2026 study of the strategies students use to regulate their own motivation in school. The study asks how those strategies relate to how well teenagers adjust to school life. The strategies cover how a student starts, sustains, and directs effort while learning. Three kinds of teenager were compared side by side.
The sample held more than two thousand teenagers in compulsory secondary school years. Most were regular students. About a sixth had learning disabilities, and a small share were of high ability. All completed questionnaires on motivation strategies and school adjustment. High ability was directly linked to good adjustment. Learning disabilities were directly linked to poor adjustment. Each group also reached adjustment by indirect routes, through particular kinds of motivation strategy. The shapes of those routes differed by group.
Catalog record
| CREATOR | Zeltia Martínez-López, Mª Emma Mayo, Jose Eulogio Real, Carolina Tinajero |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 40 KB |
| VERSION | 1.0 |
| LICENSE | CC BY 4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |