Do motivational regulation strategies contribute to university students' academic success?

Based on the framework of self-regulated learning, we conducted a cross-sectional and a longitudinal study with university undergraduates (N1 = 249; N2 = 210) to examine the associations of using different motivational regulation strategies and two important aspects of academic success: academic performance and dropout intention. According to the Motivational Regulation Model of Schwinger and Stiensmeier-Pelster (2012), we assumed that...