Examining indicators for effective studying – The interplay between student integration, psychological flexibility and self-regulation in learning
Open accessAbstract
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.
AI snapshot
Written from the paper’s full text.
TL;DR
This study examined how psychological flexibility, self-regulated learning, and student integration relate to study progression among 117 theology students. Psychological flexibility was the strongest correlate of study progression and student integration, whereas self-regulated learning and integration had weak or non-significant effects on progression in the SEM.
Key findings
- Psychological flexibility correlated positively with study progression (r = .42, p < .01) and with all student-integration components: peer group interaction (r = .38), interaction with teachers (r = .51), and commitment (r = .24).
- Self-regulated learning correlated positively with study progression (r = .23, p < .05) and with interaction with teachers (r = .38), but not significantly with peer interaction (r = .13) or commitment (r = .09).
- In the SEM, psychological flexibility was most strongly related to all integration components (p ≤ .01) and to study progression (p < .001); self-regulation was only mildly related to interaction with teachers (p = .08), and integration and self-regulation were poorly related to study progression.
- The final integration factor solution had three factors—Teacher interaction and support, Student interaction, and Commitment—with Cronbach’s alphas between .74 and .88; self-regulation alpha was .81 and psychological flexibility alpha was .90.
Methods
- An electronic questionnaire was sent to all Faculty of Theology students at the University of Helsinki in fall 2015; 127 students participated, 10 were excluded because study progression could not be linked, leaving 117 participants (age 19–62, M = 34.21, s = 12.57; 67% female, 31% male, one other gender).
- Measures included student integration adapted from Pascarella and Terenzini (1980) and Lähteenoja (2010), psychological flexibility based on the WAAQ, self-regulation from the Inventory of Learning Styles, and study progression measured by ECTS credits from the last academic year.
- Analyses included exploratory factor analysis with principal axis factoring and oblimin rotation, Pearson correlations, and structural equation modelling using Amos; the final model fit was χ² = 3.40, p = .18, RMSEA = 0.078, CFI = 0.99.
Limitations
- The paper states the sample was small: fewer than 10% of Faculty of Theology students answered, so the sample cannot be considered very representative based on size, though it was considered quite representative by gender and age; the sample was also small for SEM, though RMSEA was considered acceptable.
- The paper states the student-integration questionnaire did not work properly, with cross loadings and poor communalities; it also notes the study focused only on self-regulation in learning, not external regulation or lack of regulation, and measured mainly social rather than academic integration.
- Evident from the text: the design is correlational and based on self-report questionnaire data, so causal direction between psychological flexibility, integration, self-regulation, and study progression cannot be established.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
0 of 10 cited sources checked · 0 supported · 0 flagged
- Findingown data
The final factor solution for the student integration items had three factors: Teacher interaction and support, Student interaction, and Commitment.
“The final factor solution concerning the items measuring student integration had three factors.The factors were named F1) Teacher interaction and support, F2) Student interaction, F3) Commitment.”
Quote in the paperNot a substantial claim - Findingown data
All components measuring student integration were statistically significantly related to each other.
“The correlation analysis showed that all the components measuring integration were statistically significantly related to each other.”
Quote in the paperNot a substantial claim - Findingown data
Self-regulation and psychological flexibility were positively correlated with each other.
“In addition, self-regulation and psychological flexibility were correlated positively with each other”
Quote in the paperNot a substantial claim - Findingown data
The structural equation model fitted the data well (χ2 = 3.40, p = .18, RMSEA = 0.078, CFI = 0.99).
“The model fitted the data well (χ² = 3.40 p = .18,RMSEA = 0.078, CFI = 0.99).”
Quote in the paperSubstantial claim - Findingown data
Psychological flexibility correlated positively with scales measuring student integration.
“and psychological flexibility correlated positively with scales measuring student integration.”
- Also stated in: § Discussion · boosted
“The present study clearly showed that psychological flexibility is related to student integration a.k.a their perceptions of interaction and support of teachers, peer group interaction and commitment.”
Quote in the paperSubstantial claim - Also stated in: § Discussion · boosted
- Findingown data
Self-regulation was not statistically significantly related to commitment and peer interaction.
“Self-regulation was related to interaction with teachers, but the relationship to commitment and peer interaction was not statistically significant.”
Quote in the paperNot a substantial claim - Findingown data
Self-regulation was related to interaction with teachers.
“Self-regulation was related to interaction with teachers, but the relationship to commitment and peer interaction was not statistically significant.”
Quote in the paperSubstantial claim - Findingown data
The relationship between self-regulated learning and student integration was not so evident.
“The relationship between self-regulated learning and student integration was not so evident.”
Quote in the paperSubstantial claim - Findingown data
There were no statistically significant relations between study progression and student integration.
“Furthermore, psychological flexibility and self-regulation were positively related to study progression but there were no statistically significant relations between study progression and student integration.”
Quote in the paperSubstantial claim - Findingown data
Self-regulation was not strongly related to integration except mildly to Interaction with teachers (p = .08).
“Self-regulation was not so strongly related to integration except mildly to Interaction with teachers (p = .08).”
Quote in the paperSubstantial claim - Findingown data
In the path model, psychological flexibility was most strongly related to all components of integration (p ≤ 0.01).
“The path model showed that psychological flexibility was most strongly related to all the components of integration (p≤0.01).”
Quote in the paperSubstantial claim - Premisecitation
When students fail to integrate into college, both socially and academically, they are more likely to drop out.
“When students fail to integrate into college, both socially and academically, it will make students more likely to drop out (Tinto, 1975).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Tinto, 1975 source
- Study design and conductown data
The study had a small sample size.
“One limitation of our study was the small sample size.”
Quote in the paperSubstantial claim - Study design and conductown data
Cronbach's alphas for the factors measuring student integration ranged between .74 and .88.
“Cronbach's alphas for the factors measuring student integration were good and ranged between .74-.88.”
Quote in the paperNot a substantial claim - Study design and conductown data
The sample cannot be considered very representative based on its size.
“Very small amount of students from the Faculty of Theology, less than 10 percent, answered the questionnaire.Thus, the sample cannot be considered as very representative based on its size.”
Quote in the paperNot a substantial claim - Premisecitation
Self-regulation has been found to have an important role in student integration.
“Furthermore, in addition to study progression and emotion regulation, self-regulation has been found to have an important role in student integration (Lee, Choi, & Kim, 2013).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Lee, Choi, & Kim, 2013 source
- Premisecitation
Recent studies have shown that dealing with negative thoughts and uncertainty has an important role in influencing study progression at the university level.
“However, recent studies have shown that dealing with negative thoughts and uncertainty have an important role in influencing study progression at the university level (Asikainen, Hailikari, & Mattsson, 2017).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Asikainen, Hailikari, & Mattsson, 2017 source
- Premisecitation
Psychological flexibility has been shown to be related to study progression and positive emotions in learning at the university context.
“In a recent study, psychological flexibility has been shown to be related to study progression and positive emotions in learning at the university context (Asikainen et al., 2017).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Asikainen et al., 2017 source
- Interpretationown data
The way students deal with their negative thoughts and feelings has a greater impact on study progression than how they regulate their learning, how they experience interaction with teachers and students, or their commitment to studying.
“That is to say, the way students deal with their negative thoughts and feelings has a greater impact on study progression than how they regulate their learning, how they experience interaction with teachers and students or their commitment to studying.”
Quote in the paperSubstantial claim - Study design and conductcitation
The indexes which avoid issues of sample size, such as RMSEA, can be considered acceptable in this model.
“Although, the indexes which avoid issues of sample size such as RMSEA can be considered acceptable in this model (Holstein & Gubrium, 2004).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Holstein & Gubrium, 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- May combine two claims. 11
- Classified as probably not a substantial claim. 5
May combine two claims.
Findingown dataAlthough there was a statistically significant correlation between self-regulated learning and study progression, the connection became weaker in the SEM model.
“Although there was a statistically significant correlation between self-regulated learning and study progression, the connection became weaker in the SEM-model.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataIn the SEM model, components measuring student integration and self-regulation were poorly related to study progression, but psychological flexibility was quite strongly related to it (p < 0.001).
“The components measuring student integration as well as selfregulation where poorly related to study progression, but psychological flexibility was quite strongly related to it (p < 0.001).”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataPsychological flexibility and self-regulation were positively related to study progression.
“Furthermore, psychological flexibility and self-regulation were positively related to study progression but there were no statistically significant relations between study progression and student integration.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationProlonged study times and delays in graduation have become growing concerns internationally.
“However, prolonged study times and delays in graduation have become growing concerns internationally (OECD, 2009).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites OECD, 2009 source
May combine two claims.
PremisecitationStudents are feeling worse than before and experience more mental health problems.
“In addition, students are feeling worse than before and they experience more mental health problems (Hunt & Eisenberg, 2010;Storrie, Ahern, & Tuckett, 2010).”
Quote in the paperSubstantial claim0 of 2 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationTinto's model highlights academic and social integration as the most important factor explaining student persistence.
“This model highlights academic and social integration as the most important factor explaining student persistence.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Tinto, 1975 source
May combine two claims.
PremisecitationStudent integration is crucial to students' effective studying and to avoiding student dropouts.
“Student integration is considered to be crucial to students effective studying and to avoid student dropouts (Pascarella & Terenzini, 2005).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Pascarella & Terenzini, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoningConsidering the gender and age of the participants, the sample can be considered quite representative despite the small number.
“However, if you consider the gender and age of the participants, the sample can be considered quite representative despite of the small numerus.”
Quote in the paperNot a substantial claimMay combine two claims.
Study design and conductown dataCronbach's alpha was 0.81 for the self-regulation scale and 0.90 for the items measuring psychological flexibility.
“Cronbach's alpha concerning the self-regulation scale was 0.81 and items measuring psychological flexibility 0.90 which indicates a good consistency.”
Quote in the paperNot a substantial claimMay combine two claims.
Study design and conductown dataThe factor analysis was challenging because the questionnaire concerning student integration did not work properly, with cross loadings and poor communalities.
“The factor analysis can also be considered challenging.The questionnaire concerning student integration did not work properly in the present study.There were cross loadings and poor communalities.”
Quote in the paperNot a substantial claimMay combine two claims.
InterpretationreasoningLacking psychological flexibility can make committing to studies more difficult and make students' experiences of teacher and peer support more negative.
“Thus, it can be assumed that lacking psychological flexibility can make committing to studies more difficult and make students experiences of teacher and peer support more negative.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductnone givenThe present study only focused on self-regulation in learning and did not consider external regulation and lack of regulation.
“Furthermore, the present study only focused on self-regulation in learning but did not consider external regulation and lack of regulation.”
Quote in the paperNot a substantial claimMay combine two claims.
Study design and conductnone givenThe measurement of student integration concentrated mainly on components of social integration; components measuring academic integration were not included.
“Furthermore, the measurement of student integration concentrates mainly on components of social integration.Components measuring academic integration were not included in this study.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenThe sample size can be considered quite small for Structural Equation Modelling.
“In addition, the sample size can be considered quite small for Structural Equation Modelling.”
Quote in the paperNot a substantial claim
The authors state this as an assumption.
Student integration to the university is an emotional experience.
“Student integration to the university can be assumed to be an emotional experience as the learning environment promotes the development of expertise and a lot of different kind of people with different backgrounds come together (Cartney & Rouse, 2006).”
The authors state this as an assumption.
Social integration of students would be quite successful at the university level.
“Thus, it could be assumed that social integration of students would be quite successful at the university level.”
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Cited by
Sorted by citations
Understanding procrastination: A case of a study skills course
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“It has been shown that psychological flexibility has a strong relationship to progression in studying (Asikainen, 2018; Asikainen et al., 2018) and a negative relationship to problems in studying (Levin et al., 2018) and procrastination (Glick et al., 2014).”
BackgroundResultInfluentialSelf-citation
- Authors
- Asikainen, H.
- Affiliations
- University of Helsinki (FI)
- Corresponding author
- Asikainen, Henna
- ORCID
- Asikainen, Henna
- Venue
- Psychology, Society & Education
- Publisher
- Cordoba University Press (UCOPress)
- Published
- 2018-06-28
- Volume
- 10
- Issue
- 2
- Pages
- 225-237
- ISSN
- 1989-709X (ISSN-L)
- 2171-2085
- OpenAlex
- W2884358897
- Semantic Scholar
- dcc87a6c241937aff55402c543f48d09276cb1c5
- Cited by
- 24
- References
- 40
- Citations by year
- 2025: 5 · 2024: 4 · 2023: 3 · 2022: 1 · 2021: 7 · 2020: 3 · 2019: 1
- FWCI
- 8.95
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- Psychology Society & Education (publishedVersion, cc-by-nc-sa)
- Dialnet (Universidad de la Rioja) (submittedVersion)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, other-oa)
- Työväentutkimus Vuosikirja (submittedVersion)
- Repositorio de Patentes de la Universidad de Almería (Universidad de Almería) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- student integration, psychological flexibility, student self-regulation, school dropout, teacher-student relationship, student commitment, theology students
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