Ruo Jia, Xun Yin, Sidi Chu
Taken together, the corrected synthesis suggests that cognitive predictors are the most consistent domain, whereas emotional and behavioral findings are less stable and require cautious interpretation. Cognitive predictors appear to be the most reliable domain in the current evidence base, while emotional and behavioral predictors remain tentative. Therefore, interventions that integrate cognitive assistance with specific training in SRL and emotion management are more in line with the evidence than interventions based on performance only.
INTRODUCTION: Understanding how classroom environments foster adolescents' academic purpose-a future-oriented sense of meaning and direction in academic pursuits-remains a critical challenge in educational research. Although previous studies have linked classroom environments with immediate learning outcomes, relatively little is known about the multilevel mechanisms through which shared classroom climate is associated with adolescents' academic purpose or the conditions under which these associations become stronger. Drawing on self-regulated learning and socio-ecological perspectives, this study examines a multilevel model in which reflective-dialogic classroom climate is conceptualized as a classroom-level resource associated with students' academic purpose through individual self-regulatory mechanisms.
METHODS: Using data collected from adolescents nested within classrooms, multilevel structural equation modeling was conducted in Mplus to test a dual-stage moderated mediation framework.
RESULTS: Reflective-dialogic classroom climate was positively associated with metacognitive awareness (β = 0.32, p < 0.001), which, in turn, was positively associated with academic purpose (β = 0.38, p < 0.001). Emotional regulation moderated both the association between classroom climate and metacognitive awareness (β = 0.14, p = 0.001) and the association between metacognitive awareness and academic purpose (β = 0.12, p < 0.001). Conditional indirect effects further indicated that the indirect association between classroom climate and academic purpose through metacognitive awareness was stronger among students with higher emotional regulation.
DISCUSSION: The findings provide a multilevel perspective on how classroom-level contexts and individual self-regulatory capacities are associated with adolescents' academic purpose, thereby enriching the application of self-regulated learning theory in educational settings and offering practical implications for designing reflective learning environments.