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THE ROLE OF REGULATORY MODE IN ACADEMIC PERFORMANCE AMONG STEMM AND NON-STEMM UNDERGRADUATES
Abstract
Introduction: Literature suggests that both Assessment and Locomotion regulatory modes are important in oneВ’s general goal-directed behavior and in academic performance in higher education. Objective: The analysis of regulatory mode preference predictive power in Science, Technology, Engineering, Mathematics and Medicine (STEMM), respectively non-STEMM field related academic performance in undergraduates. Method: Our study had a correlational design. We applied the Regulatory Mode Questionnaire (Kruglanski et. al., 2000), and gathered objective performance criteria data derived from high-school records (Baccalaureate Average Grade/ SAT equivalent) and from current outcome assessments of students (weighted Grade Point Average, GPA), taking into consideration the field of study differentiation in the predictive analysis. Results: Hierarchical multiple regression analysis showed different academic performance predictors in STEMM and non-STEMM field of study. The preference for the Locomotion regulatory mode is a significant predictor of academic success, only in the case of STEMM undergraduates and can predict up to 16% of the variance in weighted GPA, even if we statistically control for age, gender and former academic results (Baccalaureate). In the case of non-STEMM undergraduates none of the regulatory modes showed statistical significance in the prediction of academic success. Further categorization of the fields of study in the hierarchical regression analysis highlighted an important study field difference in regulatory mode application. Locomotion predicted success in the STEM field (up to 17% from GPA variance), but Medical Sciences academic success was predicted by Assessment (up to 39% variance in GPA), while the non-STEM field undergraduates were the only ones without any regulatory mode predicting their academic success. The interaction between the two regulatory modes held no significant prediction role in any of the cases. Conclusions: The field of study seems to require a preferential regulatory mode, and non-STEMM/ non-STEM students seem to be the most exposed to self-regulation failure. Undergraduates from STEM and Medical Sciences risk to apply only one type of regulatory mode excessively. Implications are argued in the context of possible psychological risks associated.
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References16
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