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Self-Regulated Learning Components and School Success

Renata FRANC

Puni tekst: hrvatski pdf 224 Kb

str. 529-541

preuzimanja: 2.103



The aim of the research was to examine according to which
components of self-regulated learning (learning strategies,
beliefs on self-efficiency, target orientation and self-esteem)
schoolchildren varying in school success could be differentiated
among. In the research 256 fifth and sixth-grade schoolchildren
took part (130 boys and 126 girls), from three Zagreb
elementary schools. The results indicated that schoolchildren
varying in school success also differed amongst themselves in a
larger number of variables examined. In conclusion of the
paper the authors discuss that understanding the strategies used
by schoolchildren who have developed self-regulated learning,
as well as understanding their motivation and the nature of
development of these abilities, can also help teach less
motivated schoolchildren how to improve their learning.

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