Izvorni znanstveni članak
High School Pupils and University Students’ Self-regulated Efficiency and Emotions
Nenad Suzic
; Faculty of Philosophy University of Banja Luka
Tanja Stanković-Janković
; Faculty of Philosophy University of Banja Luka
Snježana Đurđević
; Faculty of Philosophy University of Banja Luka
Sažetak
In this study, the authors explore the effect of pupils and students' self-regulated efficiency component on their positive and negative emotions regarding school and school learning. The findings show that challenge and productive learning predetermine 44% of the variance in positive feelings, while autonomy, interactive or cooperative learning as well as independent decision making are variables that are rejected in multiple regression as predictors of positive emotions. When negative emotions are introduced as mediators via a hierarchy regression model, it would appear that their reduction effect on the predictors of positive emotions is trifle, as they do not change the established relations significantly. Likewise, a model in which multiple regressions were used to test the negative components of self-regulation efficiency on negative emotions displayed similar results. Aversion, reproductive learning and execution of teachers' decisions predetermine negative emotions, but they explain only 10% of the variance, whereby positive emotions, as a mediation variable, do not change the model.
Ključne riječi
challenge; negative emotions; positive emotions; productive learning; self-regulated efficiency
Hrčak ID:
106729
URI
Datum izdavanja:
7.8.2013.
Posjeta: 2.440 *