Examining indicators for effective studying – The interplay between student integration, psychological flexibility and self-regulation in learning

Abstract

Prolonged study times and dropouts from university studies have created a need to examine more ways to support students’ studying. This study aims to examine the relationship between the self-regulated learning, psychological flexibility and student integration comprising teacher and student interaction, students’ commitment to studying as well as the relationship of these aspects to study progression. The participants of this study were 117 theology students. Items measuring student integration were first analysed with factor analysis. The relationship between student integration, psychological flexibility, self-regulated learning and study progression was analysed with correlation analyses and Structural Equation Modelling (SEM). The results show that psychological flexibility is related to study progression, self-regulated learning and student integration. The effect of self-regulated learning and student integration to study progression was not significant. This study suggests that students’ way of coping with negative thoughts and emotions should be taken into account when considering learning and teaching.