ArticleJournal of Intelligence2026
Motivational Self-Regulation Strategies and Their Relationship with Academic Adjustment Across Adolescent High-Ability, Learning-Disability, and Regular Students.
Article in Journal of Intelligence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Motivational self-regulation strategies (MRSs) play a key role in how students initiate, sustain, and direct effort during learning. However, little is known about their use among adolescents with different educational profiles. This study aimed to explore possible differences in the use of MRSs among adolescent students with varying learning potential (high-ability, learning-disability and regular students) and to examine whether the relationship between MRSs and academic adjustment differed across these educational profiles. We recruited a sample of 2191 students enrolled in compulsory secondary education, comprising regular students (81.8%,
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