DIFFERENTIAL STABILITY OF STATE AND TRAIT SELF-REGULATION IN ACADEMIC-PERFORMANCE

Differential stability of state and trait self-regulation in academic performance was investigated in two areas with 153 participants enroll ed in educational psychology (Psychology) courses and 127 participants taking courses related to research method (Method). The structural mo del supported the hypothesis regarding differential stability of indiv idual differences for state and trait constructs over a 3-month interv al-trait self-regulation was more stable over time. However, the stude nts in the Method area showed higher stability in state self-regulatio n than those in the Psychology area. The students in both areas though t that they were more actively engaged in self-regulatory activities i n the testing situations (state) than in generally perceived task-orie nted situations (trait). The significant direct effect of trait self-r egulation on state self-regulation within each testing occasion sugges ts that stability in state self-regulation may be partly mediated by s tability in trait self-regulation. The current findings of a cognitive construct add significantly to the state-trait stability knowledge ba se, where most of the stability studies have been conducted in the per sonality area.