How self-regulatory modes and perceived stress affect academic performance.

Kruglanski et al. (2000) demonstrated how two self-regulatory modes, locomotion and assessment, underlie most goal-directed activity: locomotors are inclined to engage in initiating and maintaining any goal-directed activity, whereas assessors tend to compare and select among alternative desired end-states. These two motivational components were thought as interdependent aspects and considered as trait or state, thus influencing individuals’ life activities. Previous research has shown the association between these self-regulatory modes and many aspects of goal pursuit, such as procrastination, time management, academic achievement (e.g., Chernikova et al., 2016), as well as self-esteem, optimism, anxiety, etc. (Pierro et al., 2008; Shalev & Sulkowski, 2009). The present study sought to analyze the association between self-regulatory modes, perceived stress, and academic performance. 492 Italian students (Mage = 20.63, SD = 5.22; 62.4% females) completed a questionnaire composed of a Socio-anagraphic section, the Locomotion and Assessment Scale, and the Perceived Stress Scale, during an exam session. Results revealed that the average marks were positively associated only to locomotion and that perceived stress was correlated negatively with locomotion and positively with assessment. Hence, the degree to which students perceived exams as stressful was determined by the way they regulated their goal-related activities. Consequently, developing specific strategies in academic environment could contribute to prevent the potential deleterious consequences of perceived stress