Students who doubt their own learning capacity are at risk of adopting an inadequate lack-of-regulation strategy¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Conceptions of self-perceived inability to learn had a large positive relationship with lack of regulation (standardized estimate = .49, p < .01). → Loyens 2008 q3 i? In the alternative ILS model, self-perceived inability showed a significant negative direct relationship with deep processing (standardized regression weight = -.35). → Loyens 2008 (2)

Evidence¶

Loyens 2008¶

Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science. https://doi.org/10.1007/s11251-008-9065-6

q3 · i? · associational · r2

SEM path analysis of the ILS model (N = 98); Table 3 reports a standardized estimate of .49 (p < .01) for the path from conceptions of inability to learn to ILS lack of regulation, a "large positive relationship with lack of regulation."

"Conceptions of self-perceived inability to learn had a large positive relationship with lack of regulation. This implies that students who express high levels of doubt with regard to their learning process are at risk for adopting an inadequate regulation strategy."

Loyens 2008 (2)¶

q3 · i? · associational · r2

In the saturated alternative ILS model with direct paths added, the direct path from self-perceived inability to deep processing was significant, with standardized regression weight = -.35 (unstandardized = -3.00). The authors caution this renewed model should be tested in a new, independent sample.

"The regression coefﬁcients of the alternative model showed a signiﬁcant ( p\ .001), negative relationship between self-perceived inability to learn and deep processing (unstandardized regression weight =- 3.00; standardized regression weight =- .35; standard error = .80)."

Discussion¶

Conceptions of motivation to learn relate positively to self-regulation and external regulation and negatively to lack of regulation
Studies since 2004 confirm strong interrelations among processing strategies, regulation strategies, conceptions, and motivations of learning patterns — a broader claim this one bears on
Conceptions of knowledge construction showed no significant relationships with students' reported regulation strategies — related
Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies — a broader claim this one bears on
Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies, and doubting students risk inadequate regulation — a broader claim this one bears on
Conceptions of self-regulated learning had small, non-significant relationships with actual reported self-regulation activities — related

Page metadata

Field	Value
`type`	`claim`
`id`	`self-perceived-inability-predicts-lack-of-regulation`
`title`	`Students who doubt their own learning capacity are at risk of adopting an inadequate lack-of-regulation strategy`
`description`	`Students who doubt their own learning capacity are at risk of adopting an inadequate lack-of-regulation strategy`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2008`
`generated`	by `process:wiki-ingest` on `2026-10-18`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `loyens-2008`, `loyens-2008-2`

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