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
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