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https://doi.org/10.5559/di.20.1.11

Students' Emotions and Their Predictors in the Process of Self-Regulated Learning

Đurđica PETREŠEVIĆ ; Grammar School "Vladimir Nazor", Zadar
Izabela SORIĆ   ORCID icon orcid.org/0000-0002-0734-387X ; University of Zadar, Zadar

Puni tekst: hrvatski, pdf (199 KB) str. 211-232 preuzimanja: 2.537* citiraj
APA 6th Edition
PETREŠEVIĆ, Đ. i SORIĆ, I. (2011). UČENIČKE EMOCIJE I NJIHOVI PREDIKTORI U PROCESU SAMOREGULACIJE UČENJA. Društvena istraživanja, 20 (1 (111)), 211-232. https://doi.org/10.5559/di.20.1.11
MLA 8th Edition
PETREŠEVIĆ, Đurđica i Izabela SORIĆ. "UČENIČKE EMOCIJE I NJIHOVI PREDIKTORI U PROCESU SAMOREGULACIJE UČENJA." Društvena istraživanja, vol. 20, br. 1 (111), 2011, str. 211-232. https://doi.org/10.5559/di.20.1.11. Citirano 19.09.2020.
Chicago 17th Edition
PETREŠEVIĆ, Đurđica i Izabela SORIĆ. "UČENIČKE EMOCIJE I NJIHOVI PREDIKTORI U PROCESU SAMOREGULACIJE UČENJA." Društvena istraživanja 20, br. 1 (111) (2011): 211-232. https://doi.org/10.5559/di.20.1.11
Harvard
PETREŠEVIĆ, Đ., i SORIĆ, I. (2011). 'UČENIČKE EMOCIJE I NJIHOVI PREDIKTORI U PROCESU SAMOREGULACIJE UČENJA', Društvena istraživanja, 20(1 (111)), str. 211-232. https://doi.org/10.5559/di.20.1.11
Vancouver
PETREŠEVIĆ Đ, SORIĆ I. UČENIČKE EMOCIJE I NJIHOVI PREDIKTORI U PROCESU SAMOREGULACIJE UČENJA. Društvena istraživanja [Internet]. 2011 [pristupljeno 19.09.2020.];20(1 (111)):211-232. https://doi.org/10.5559/di.20.1.11
IEEE
Đ. PETREŠEVIĆ i I. SORIĆ, "UČENIČKE EMOCIJE I NJIHOVI PREDIKTORI U PROCESU SAMOREGULACIJE UČENJA", Društvena istraživanja, vol.20, br. 1 (111), str. 211-232, 2011. [Online]. https://doi.org/10.5559/di.20.1.11

Sažetak
From Zimmerman’s (2001) perspective, three cyclical phases of
self-regulation are differentiated: the forethought phase, the
performance control phase and the self-reflective phase.
Concerning theoretical importance of emotions in all phases of
self-regulated learning, we try to explore whether students’
emotional competency, task value, academic volitional strategy
and past and actual academic achievement predict the
experience of different emotions (happiness, relief, pride, anger,
unhappiness, humiliation and fear/anxiety) in different phases of
self-regulated learning. The participants were 65 students who
were enrolled in a seventh grade of primary school. The
investigation consists of two parts with an intermediate period of
seven days during which students take a mathematics test.
Generally, the results of our research have shown that students
experienced a rich diversity of emotions in different phases of
self-regulated learning and that patterns of predictors for the
experience of discrete emotions in different phases were different.
Task value and volitional control strategy have proven to be
significant predictors of experienced emotions in the performance
phase, while students’ emotional competency and actual test
achievement have turned out to be significant predictors of
experienced emotions in the self-reflective phase.

Ključne riječi
self-regulated learning; emotions; volitional control strategy; emotional competency; academic achievement

Hrčak ID: 65359

URI
https://hrcak.srce.hr/65359

[hrvatski] [njemački]

Posjeta: 4.555 *