(PS1-34) Anxiety Inhibits the Relationship Between Self-regulation and Self-regulated Learning Strategies

Abstract Text: Problem: Self-control and self-management skills or self-regulation (SR) refers to an individual's ability to sustain unlikely behaviors despite more likely alternatives without relying on external reinforcement or support (Mezo, 2009). Self-regulation has been applied to specific settings such as education, where-in the term self-regulated learning was coined (Zimmerman, 1986). Self-regulated learning (SRL) has been described as a process that enables individuals to control their thoughts, emotions, and actions to achieve personal goals, specifically with regard to their academics (Zimmerman, 2000). Both constructs have been significantly linked to a range of outcomes within adolescence (e.g., academic achievement, mental health symptomatology, and related social outcomes). Specifically, SR has been linked to positive outcomes like academic persistence, emotional resilience, and adaptive social behaviors (Robson et al., 2020; Van Genugten et al., 2017). Similarly, SRL has been positively associated with higher academic achievement, increased motivation and greater engagement with learning (Schunk & Ertmer, 2000). The present study aims to examine the moderating role of anxiety symptomatology on the relationship between broad self-regulation and self-regulated learning outcomes.

Method: Ninety-six participants (67% Female, Mage=20.56, SD=5.395) completed a series of self-report measures in larger study of which data collection is ongoing. Measures examined in the present analyses included: self-regulated learning strategies (MSLQ), self-control and self-management skills or self-regulation (SR), and anxiety levels (DASS-21). Multiple regression analyses were employed using Hayes’ PROCESS model v4.2, to examine the present models, whereby age and sex served as covariates.

Results: First order effects illustrated a positive relationship between SRL, SR (b=.09, SE=.0226, t=3.99, p=.0001), and anxiety (b=.31, SE=.108, t=2.89, p=.005). Second order effects revealed a significant interaction term (b=-.0044, SE=.0016, t=-2.72, p=.008), suggesting that anxiety weakens the positive relationship between SR and SRL. Additionally, the overall model significantly supported anxiety’s moderating role in the present relationship (R2= .156, F (5, 90) = 3.33, p = .008). Further investigation of covariates did not display significant effects on the present outcomes.

Conclusion: The present results support the moderating role of anxiety on self-regulation and self-regulated learning outcomes. Findings suggest that high levels of anxiety may inhibit individuals from adaptively deploying self-regulated learning strategies. Additionally, this study illustrates the importance of accounting for degree of anxiety when examining the application of self-regulation to academic performance. Overall, the present work highlights the potential utility of targeted interventions to mitigate anxiety’s effect on academic outcomes.