engleski

The academic failure in context of self-regulated learning: the relationship between motivational beliefs, coping strategies and causal attributions

A social cognitive perspective is distinctive in viewing self-regulation as an interaction of personal, behavioral and environmental triadic processes which are proactively as well as reactively adapted for the attainment of personal goals (Zimmerman, 2000). From this perspective three cyclical phases of self-regulation are differentiated: forethought phase, performance control phase and self-reflection phase. Underlying forethought processes of goal setting and strategic planning are self-motivational beliefs: self-efficacy, outcome expectations, valuing and goal orientation. The current study investigated whether students’ gender, optimism and pessimism, self-esteem and values in learning predict their goal orientations. In the performance control phase students’ coping strategies play a very important role. On the basis of assumption of interrelated and cyclically sustained phases of self-regulated learning, next step of this study was to investigate whether students’ goal orientations predict their strategies of coping with academic failure. During the self-reflective phase students evaluate their achievement and make causal attributions for that achievement. Therefore, this study investigated whether ways of coping with failure predict causal attributions by which students interpret their academic failure. The obtained multiple regression analyses have shown that optimism and pessimism, together with perceived value of learning could have an important role in forming students’ goal orientations. Further, these goal orientations were significant predictors of used strategies of coping with academic failure and used strategies of coping were significant predictors of causal attributions by which students interpret their academic failure.

self-regulated learning; goal orientations; coping strategies; causal attributions

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