Welche Persönlichkeitsmerkmale sind hilfreiche oder hinderliche Prädiktoren für selbstreguliertes Lernen im Studium? Untersuchung der Haupteffekte und Interaktionseffekte von Achtsamkeit, Selbstwertkontingenz und Selbstkontrolle
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The ability for self-regulated learning in the sense of managing one's learning process appropriately is particularly relevant in the context of higher education (Bembenutty, 2011) and is meaningfully associated with academic success (Credé & Phillips, 2011; Ergen & Kanadli, 2017; Robbins et al., 2004). It can be assumed that self-regulated learning is underpinned by personality traits (Bidjerano & Dai, 2007; Sansone et al., 1999), which could explain the interindividual differences among students in self-regulated learning. Previous research on the relationship of personality and self-regulated learning has focused on broadly defined personality traits, such as the Big Five (McCrae & Costa, 1999). However, more specific, narrower personality traits – literally called narrow personality traits – could predict self-regulated learning more precisely (Lounsbury et al., 2007) and provide more useful starting points for interventions. Nevertheless, there is hardly any research yet on the relationship between narrow personality traits and self-regulated learning. Therefore, based on a theoretical framework model developed for this dissertation, the present dissertation examines, using three studies that build on each other in terms of content and methodology, the contribution of the selected narrow personality traits mindfulness, academic contingent self-esteem, and self-control regarding various self-regulated learning variables in a university context. The main effects were identified using path analyses in the variable-centered approach (Studies 1 and 2). All three narrow personality traits proved to be relevant predictors of students' self-regulated learning. Primarily, self-control and also mindfulness were revealed as helpful, while academic contingent self-esteem seemed both helpful and hindering. The interaction effects were identified using latent profile analysis in the person-centered approach (Study 3). Four distinct narrow personality traits profiles could be identified among students: medium, intern-focused, extern-focused, and low profile. These profiles differed systematically in terms of the examined self-regulated learning variables. The added value of this analysis was also evident in the identification of additive, compensatory, and strengthening interaction effects of the narrow personality traits examined regarding students' self-regulated learning. Overall, the combination of variable- and person-centered analyses across the three studies demonstrates the relevance of the examined narrow personality traits mindfulness, academic contingent self-esteem, and self-control for self-regulated learning in higher education. Theoretical and practical implications of the main and interaction effects identified for the narrow personality traits that were examined regarding students' self-regulated learning are discussed. This involves modifying the original theoretical framework model and providing practice-relevant starting points for the development of training and counseling concepts in a university context.
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Issued: 2026-03-19
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FB04:Psychologie
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de
Keywords
PersönlichkeitsmerkmaleSelbstreguliertes LernenStudiumAchtsamkeitSelbstwertkontingenzSelbstkontrolle
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Opelt, Katharina Felicitas: Welche Persönlichkeitsmerkmale sind hilfreiche oder hinderliche Prädiktoren für selbstreguliertes Lernen im Studium? Untersuchung der Haupteffekte und Interaktionseffekte von Achtsamkeit, Selbstwertkontingenz und Selbstkontrolle. : 2026-03-19. DOI: https://doi.org/10.17192/openumr/592.
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Except where otherwised noted, this item's license is described as Attribution 4.0 International