Because self-regulated learners do better in university and tend to be successful students, many authors consider that the development of self-regulatory learning skills in students has to become a priority for higher education. The present study aimed to investigate the explanatory role of psychological capital, as a personal resource, over and above teacher support and needs satisfaction, in relation to students’ preference for self-regulating their learning (i.e., using cognitive strategies and self-regulation in academic learning). Data were collected from a convenience sample made up of 236 Romanian first-year students of psychology. Hierarchical multiple regressions indicated that psychological capital has an important role, over teacher support and the need for competence satisfaction, in the explanation of the students’ preference for self-regulating their learning. From the practical perspective, research findings support educational practice interventions in enhancing self-regulation learning, because all three explored variables are changeable or malleable and can be fulfilled or improved through training.

中文翻译：

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教师支持、学生需求满足及其心理资本在促进学生自主学习中的作用

由于自我调节的学习者在大学里表现更好并且往往是成功的学生，许多作者认为学生自我调节学习技能的发展必须成为高等教育的优先事项。本研究旨在调查心理资本作为一种个人资源，在教师支持和需求满足之上的解释作用，与学生对自我调节学习的偏好（即，在学习中使用认知策略和自我调节）之间的关系。学术学习）。数据是从由 236 名罗马尼亚心理学一年级学生组成的便利样本中收集的。分层多元回归表明，心理资本在教师支持和能力满意度需求方面具有重要作用，在解释学生对自我调节学习的偏好。从实践的角度来看，研究结果支持教育实践干预以增强自我调节学习，因为所有三个探索的变量都是可变的或可塑的，并且可以通过培训实现或改进。