Relationships between self-regulation of learning, motivations and academic success of students. Identifying predictive factors of drop-out risk

Valeria Biasi, Conny De Vincenzo, Nazarena Patrizi


This paper investigates the relationship between academic motivation, cognitive strategies and self-efficacy, in order to examine the effects of these variables on the academic performance of students and to discover possible repercussions in their academic career, and to determine the level of dropout risk.
The sample is composed of 2.328 students by “Roma Tre” University. They took part in an extensive online survey, they has been asked to complete a battery of tools to gather not only informations concerning socio- cultural data, but also related to self-regulation of learning, academic motivation, school self-efficacy and perceived risk of drop-out.
The results emerging from the analysis of the data indicate that the cognitive strategies adopted, the type of motivation, and the perception of self-efficacy affect student learning skills.
They also show that academic performance correlates but does not constitute a predictive factor for the risk of drop-out, on the contrary factors as a-motivation and school self-efficacy are statistically significant.

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