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

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  • Jesús de la Fuente

    (School of Education and Psychology, University of Navarra, 31009 Pamplona, Spain
    School of Psychology, University of Almería, 04120 Almería, 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)

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.

Suggested Citation

  • Jesús de la Fuente & Erika Andrea Malpica-Chavarria & Angélica Garzón-Umerenkova & Mónica Pachón-Basallo, 2021. "Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age," IJERPH, MDPI, vol. 18(17), pages 1-18, August.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:17:p:8944-:d:621575
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    References listed on IDEAS

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    1. Paul Sander & Jesús de la Fuente, 2020. "Undergraduate Student Gender, Personality and Academic Confidence," IJERPH, MDPI, vol. 17(15), pages 1-15, August.
    2. Li, Ling & Peng, Zhenfei & Lu, Liucun & Liao, Huan & Li, Hui, 2020. "Peer relationships, self-efficacy, academic motivation, and mathematics achievement in Zhuang adolescents: A moderated mediation model," Children and Youth Services Review, Elsevier, vol. 118(C).
    3. Seraphim Dempsey & Seán Lyons & Selina McCoy, 2019. "Later is better: mobile phone ownership and child academic development, evidence from a longitudinal study," Economics of Innovation and New Technology, Taylor & Francis Journals, vol. 28(8), pages 798-815, November.
    4. Dempsey, Seraphim & Lyons, Séan & McCoy, Selina, 2019. "Later is better: Mobile phone ownership and child academic development," Papers RB201903, Economic and Social Research Institute (ESRI).
    5. Choe, Danbi, 2020. "Parents’ and adolescents’ perceptions of parental support as predictors of adolescents’ academic achievement and self-regulated learning," Children and Youth Services Review, Elsevier, vol. 116(C).
    6. Zheng, Xiaodong & Wang, Chengcheng & Shen, Zheng & Fang, Xiangming, 2020. "Associations of private tutoring with Chinese students’ academic achievement, emotional well-being, and parent-child relationship," Children and Youth Services Review, Elsevier, vol. 112(C).
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