Feraco Tommaso, Casali Nicole, Ganzit Elena, Meneghetti Chiara
Department of General Psychology, University of Padova, Padua, Italy.
Pentathlon Srl, Naples, Italy.
Br J Educ Psychol. 2023 Mar;93(1):353-367. doi: 10.1111/bjep.12560. Epub 2022 Nov 2.
Adaptability regulates individuals' cognitive, behavioural and emotional responses to new, unexpected and uncertain situations, but to date no study has analysed whether adaptability contemporarily favours cognitive, behavioural and emotional aspects of learning.
This study aims to address this gap by examining (i) the direct relations between adaptability and achievement emotions, self-regulated learning strategies and academic self-efficacy and (ii) the direct and indirect relations between adaptability and academic achievement and life satisfaction through and over the other study-related factors.
A total of 1083 students (415 males, M = 13.37, SD = 1.97, age range = 10-18) in grades 6-12 participated to the study.
Questionnaires were used to measure students' adaptability, positive and negative achievement emotions, self-regulated learning strategies, academic self-efficacy and life satisfaction. Schools provided grades obtained by each student at the end of the academic year.
A path analysis based on 1083 students (10-18 years old) confirmed that adaptability directly relates to the three study-related factors considered and to life satisfaction and indirectly relates to academic achievement and life satisfaction-through the mediation of the other variables.
The results, discussed in accordance with the self-regulated learning theory, enlarge the nomological framework of adaptability and highlight its importance for emotional, behavioural and cognitive aspects of self-regulated learning.
适应性调节个体对新的、意外的和不确定情况的认知、行为和情绪反应，但迄今为止，尚无研究分析适应性是否同时有利于学习的认知、行为和情感方面。
本研究旨在通过检验（i）适应性与成就情绪、自我调节学习策略和学业自我效能之间的直接关系，以及（ii）适应性与学业成绩和生活满意度之间通过其他与学习相关因素的直接和间接关系，来填补这一空白。
共有1083名6至12年级的学生（415名男生，M = 13.37，SD = 1.97，年龄范围 = 10 - 18岁）参与了该研究。
使用问卷来测量学生的适应性、积极和消极成就情绪、自我调节学习策略、学业自我效能和生活满意度。学校提供了每个学生在学年末获得的成绩。
基于1083名学生（10 - 18岁）的路径分析证实，适应性与所考虑的三个与学习相关的因素以及生活满意度直接相关，并通过其他变量的中介与学业成绩和生活满意度间接相关。
根据自我调节学习理论讨论的结果，扩展了适应性的理论框架，并突出了其对自我调节学习的情感、行为和认知方面的重要性。
