engleski

Students' Causal attributions, Self-regulated Learning and Study Interests

Students' Causal Attributions, Self-regulated Learning and Study Interests Ames (1990) pointed out that the motivation to learn is characterized by the student's long-term, quality involvement in learning and the commitment to the learning process. Rohrkemper and Corno (1988) suggested that the higest form of cognitive engagement that students can use to learn is self-regulated learning. Similarly, Baumert et al. (1998) claimed that self-regulated learning means having the ability to develop knowledge, skills and attitudes which enhance and facilitate future learning and which can be transferred to other learning situations. Within this context, Corno (1989) defined the concept of the self-regulated learning as a set of learning strategies used in an effective and flexible manner. Weinert (1994) warned out that one of the important factors of self-regulated learning is the ability of the student to appropriately interpret his success or failure. Although in the literature the theoretical significance of causal attributions in self-regulated learning has been repeatedly cautioned, only few actual researches has been conducted in this area. So, the purpose of this research was to examine the relationship between students' causal attributions of theirs school achievement, self-regulated learning (operationalized as the usage of certain specific (meta)cognitive learning strategies) and interests in teaching materials. The research was done on a sample of 411 students (different years and different study groups) from the Faculty of Philosophy in Zadar. Some of the measuring instrument were translated and adapted for Croatian population (Learning Strategies in Higher Education Inventory - LIST (Wild et al., 1992) and Study Interest Questionnaire &#8211 ; SIQ (Schifele et al., 1993)) and some of them were constructed for the purpose of this research (eg. Students' Causal Attribution Scale). The results of this research could contribute to the understanding of the complex dynamic of the learning process, and could provide numerous guidelines for the improvement of the student's motivation to learn. In this context, certain assumptions made by Weiner&#8217 ; s attribution theory (example &#8211 ; the actor/observer difference, self-serving attribution), Boakaert&#8217 ; s self-regulated learning model, and Schiefele&#8217 ; s theory of interests will be verified.

causal attributions; self-regulated learning; learning strategies; study interests

nije evidentirano