crta
Hrvatska znanstvena Sekcija img
bibliografija
3 gif
 Naslovna
 O projektu
 FAQ
 Kontakt
4 gif
Pregledavanje radova
Jednostavno pretraživanje
Napredno pretraživanje
Skupni podaci
Upis novih radova
Upute
Ispravci prijavljenih radova
Ostale bibliografije
Slični projekti
 Bibliografske baze podataka

Pregled bibliografske jedinice broj: 314817

Zbornik radova

Autori: Kolić-Vehovec, Svjetlana; Rončević, Barbara; Bajšanski, Igor
Naslov: Goal Orientation Patterns, Self-Regulated Learning, and Academic Achievement in High-School Students: The Role of Perceived Parent Goal Orientation
Izvornik: Developing petentials for learning / Beno Csapó and Csaba Csíkos (ur.). - Budapest : EARLI, Graduate School of Education, University of Szeged, Faculty of Arts , 2007. 743 (ISBN: 978-963-482-836-5).
Skup: 12th Biennial Conference for Research on Learning and Instruction
Mjesto i datum: Budimpešta, Mađarska, 28.08. - 01.09.2007.
Ključne riječi: Goal orientation patterns; self-regulated learning; academic achievement
Sažetak:
The aim of the present study was to identify patterns of goal orientations in high-school students and to examine the relations between perception of parents’ goal orientation and motivational and cognitive components of self-regulated learning in each group with specific goal orientation pattern, as well as the relevance of these components as predictors of academic achievement. High-school students (N = 358) responded to a self-report questionnaire, which included Personal achievement goal orientation scales, and Perceptions of parent goal scales from PALS (Midgley et al., 2000) and five subscales from Components of Self-Regulated Learning Inventory (Niemivirta, 1998): Students’ goal orientation, Perceived control, Perceived ability, Value of studying, Deep processing strategies, Surface processing strategies and Self-handicapping. GPA was used as indicator of academic achievement. Cluster analysis of the scores of students’ goal orientation revealed three clusters with specific goal orientation pattern: (1) mastery-oriented group (above average mastery, below average performance and work-avoidance) ; (2) multiple goals group (above average in all three orientations) ; (3) work-avoidance group (above average workavoidance, below average mastery and performance orientation). Correlation analysis showed that perceived parents’ orientation on mastery and performance were independent in mastery-oriented group of students, while parents’ orientations were moderately positively related in other two groups. Perceived parents orientation on mastery showed positive correlations with all components of self-regulated learning in mastery-oriented group. Motivational components of self-regulated learning were positively related to deep processing strategies in mastery oriented group and multiple goals group. Regression analyses showed that perceived ability significantly predicted academic achievement in students oriented on mastery, while lower perceived parents’ orientation on performance significantly predicted academic achievement in multiple goals and workavoidance group. Lower use of self-handicapping strategies significantly predicted academic achievement in all three goal orientation groups.
Vrsta sudjelovanja: Predavanje
Vrsta prezentacije u zborniku: Sažetak
Vrsta recenzije: Međunarodna recenzija
Projekt / tema: 009-1301676-2381
Izvorni jezik: ENG
Kategorija: Ostalo
Znanstvena područja:
Psihologija
Upisao u CROSBI: Svjetlana Kolić-Vehovec (skolic@ffri.hr), 17. Pro. 2007. u 15:30 sati



  Verzija za printanje   za tiskati


upomoc
foot_4