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Managing learning: The construct of self-regulation and the structur of its components

Amela Mujagić   ORCID icon orcid.org/0000-0002-5496-0969 ; Pedagoški fakultet Univerziteta u Bihaću
Vesna Buško ; Filozofski fakultet Sveučilišta u Zagrebu

Puni tekst: hrvatski, pdf (735 KB) str. 157-174 preuzimanja: 1.361* citiraj
APA 6th Edition
Mujagić, A. i Buško, V. (2012). Upravljanje učenjem: konstrukt samoregulacije i struktura njegovih komponenata. Suvremena psihologija, 15 (2), 157-174. Preuzeto s https://hrcak.srce.hr/111592
MLA 8th Edition
Mujagić, Amela i Vesna Buško. "Upravljanje učenjem: konstrukt samoregulacije i struktura njegovih komponenata." Suvremena psihologija, vol. 15, br. 2, 2012, str. 157-174. https://hrcak.srce.hr/111592. Citirano 24.07.2021.
Chicago 17th Edition
Mujagić, Amela i Vesna Buško. "Upravljanje učenjem: konstrukt samoregulacije i struktura njegovih komponenata." Suvremena psihologija 15, br. 2 (2012): 157-174. https://hrcak.srce.hr/111592
Harvard
Mujagić, A., i Buško, V. (2012). 'Upravljanje učenjem: konstrukt samoregulacije i struktura njegovih komponenata', Suvremena psihologija, 15(2), str. 157-174. Preuzeto s: https://hrcak.srce.hr/111592 (Datum pristupa: 24.07.2021.)
Vancouver
Mujagić A, Buško V. Upravljanje učenjem: konstrukt samoregulacije i struktura njegovih komponenata. Suvremena psihologija [Internet]. 2012 [pristupljeno 24.07.2021.];15(2):157-174. Dostupno na: https://hrcak.srce.hr/111592
IEEE
A. Mujagić i V. Buško, "Upravljanje učenjem: konstrukt samoregulacije i struktura njegovih komponenata", Suvremena psihologija, vol.15, br. 2, str. 157-174, 2012. [Online]. Dostupno na: https://hrcak.srce.hr/111592. [Citirano: 24.07.2021.]

Sažetak
Based on the Pintrich model as one of the most salient socio-cognitive models of self-regulated learning, this study investigates the dimensionality of the construct of self-regulated learning. Following the hypotheses derived from the Pintrich model as well as previous findings in the area, we formulated two hypothetical models of the structure of self-regulated learning. The first model assumes that self-regulated strategies of cognition, motivation and behavior are distinct albeit related activities in learning, whereas according to the second model, there is a common source of variance of all strategies of self-regulation defined as a general mechanism of self-regulation in learning. The study was conducted on a sample of 218 first year students at the Faculty of Education in Bihać, BiH. Two main instruments were administered to collect data on relevant study variables: LIST (measuring strategies of self-regulation of cognition and behavior) and SSRM (measuring strategies of self-regulation of
motivation). The hypothesized structure of self-regulated learning was tested via confirmatory factor analyses. With certain modifications, the results mainly support the starting hypotheses behind the first model proposing the three-dimensional structure of self-regulated learning

Ključne riječi
self-regulated learning; strategies of self-regulation; students

Hrčak ID: 111592

URI
https://hrcak.srce.hr/111592

[hrvatski]

Posjeta: 2.037 *