‘How well can you study when there are other interesting things to do?”) (Bandura et al., 1996; Pastorelli et al., 2001).

The role of learner attributes and academic outcomes

‘How well do you do in mathemat- ics?’). The second domain concerned the perceived capacity for self-regulating learning activities, as the capacity to plan and organize the academic activities, to structure environments conducive to learning and to motivate themselves to do their school work (e.g., ‘How well can you study when there are other interesting things to do?”) (Bandura et al., 1996; Pastorelli et al., 2001).