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izvor podataka: crosbi

The role of test hope and hopelessness in self-regulated learning : Relations between volitional strategies, cognitive appraisals and academic achievement (CROSBI ID 186224)

Prilog u časopisu | izvorni znanstveni rad | međunarodna recenzija

Burić, Irena ; Sorić, Izabela The role of test hope and hopelessness in self-regulated learning : Relations between volitional strategies, cognitive appraisals and academic achievement // Learning and individual differences, 22 (2012), 4; 523-529. doi: 10.1016/j.lindif.2012.03.011

Podaci o odgovornosti

Burić, Irena ; Sorić, Izabela

engleski

The role of test hope and hopelessness in self-regulated learning : Relations between volitional strategies, cognitive appraisals and academic achievement

The aim of this study was to examine (using the control-value theoretical framework) the relationships amongst student test emotions of hope and hopelessness, their antecedents (cognitive appraisals of control and value) and volitional strategies during learning, as well as their effects on academic achievement in the domain of mathematics. Sample consisted of 365 Croatian high school students. Correlational and structural equation analysis substantiated the assumptions concerning the relationships between test emotions, cognitive appraisals, volitional strategies and academic achievement. The results showed that cognitive appraisals partially mediate the relationship between volitional strategies and test emotions, and, further, that these emotions play a mediating role in the relationship between volitional strategies and academic achievement. These findings once again emphasize the complex dynamics of cognitive, emotional and behavioural components of a selfregulated learning process.

hope; hopelessness; cognitive appraisals; volitional strategies; academic achievement

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Podaci o izdanju

22 (4)

2012.

523-529

objavljeno

1041-6080

10.1016/j.lindif.2012.03.011

Povezanost rada

Psihologija

Poveznice
Indeksiranost