Izvorni znanstveni članak
Perception of Parental Behavior, Academic Self-Efficacy and Causal Attributions in the Context of Self-Regulated Learning
Izabela Sorić
Anita Vulić-Prtorić
Sažetak
A social cognitive perspective is distinctive in viewing self-regulation
as an interaction of personal, behavioral and environmental
triadic processes (Zimmerman, 2001). Because of a cyclical
nature of this process, it is appropriate to propose that some
indirect as well as direct relations between the involved variables
exist. Therefore, the aim of present research was to test the
assumption that the effects of parental dimensions on student's causal attributions of school achievement are mediated by the
perception of academic self-efficacy. Applied analysis confirmed
the assumption about the mediator role of perception of academic
self-efficacy in the relationship between students' perception
of parental dimensions and their causal attributions of school achievement.
However, the validity of these results is limited to the
subsample of successful students only. Specifically, the perception
of mothers' parental dimensions was linked with causal dimension
of stability, directly and indirectly via academic self-efficacy.
Ključne riječi
self-regulated learning; perception of parental behavior; academic self-efficacy; causal attributions
Hrčak ID:
10878
URI
Datum izdavanja:
31.10.2006.
Posjeta: 4.685 *