Self-regulation of learning from the student's perspective and it relatedness with academic achievement
Self-regulation of learning is an important concept for understanding and enhancing the learning process. Self-regulation skills are often associated with the student's academic achievements. The paper offers different approaches and models of learning self-regulation and stresses the most impo...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
2015-01-01
|
| Series: | Nastava i Vaspitanje |
| Subjects: | |
| Online Access: | http://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2015/0547-33301502269K.pdf |
| _version_ | 1819182730597892096 |
|---|---|
| author | Kuzmanović Biljana Vučetić Milica |
| author_facet | Kuzmanović Biljana Vučetić Milica |
| author_sort | Kuzmanović Biljana |
| collection | DOAJ |
| description | Self-regulation of learning is an important concept for understanding and enhancing the learning process. Self-regulation skills are often associated with the student's academic achievements. The paper offers different approaches and models of learning self-regulation and stresses the most important characteristics of the process of learning self-regulation. The empirical research was aimed at establishing the connectedness of some components of self-regulation and academic achievement. The Motivation and Self-regulation of Learning Scale, based on Pintrich's model of learning self-regulation (Pintrich & De Groot, 1990) was adapted for our research. The sample included 111 students from two elementary and two secondary schools. The results show that academic achievement is most positively linked with self-efficiency as a motivational factor of self-regulation, and two more factors of self-regulation, cognitive strategies and social factors showed significant correlations with academic achievement. Based on the accepted model of self-regulation of learning and the obtained results relevant pedagogic implications are discussed. |
| first_indexed | 2024-12-22T22:50:47Z |
| format | Article |
| id | doaj.art-bc42ec66e403407fa64650914f606451 |
| institution | Directory Open Access Journal |
| issn | 0547-3330 2560-3051 |
| language | English |
| last_indexed | 2024-12-22T22:50:47Z |
| publishDate | 2015-01-01 |
| publisher | Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu |
| record_format | Article |
| series | Nastava i Vaspitanje |
| spelling | doaj.art-bc42ec66e403407fa64650914f6064512022-12-21T18:09:57ZengPedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u BeograduNastava i Vaspitanje0547-33302560-30512015-01-0164226928310.5937/nasvas1502269K0547-33301502269KSelf-regulation of learning from the student's perspective and it relatedness with academic achievementKuzmanović Biljana0Vučetić Milica1University of Kragujevac, Technical Faculty, Čačak, SerbiaUniversity of Kragujevac, Technical Faculty, Čačak, SerbiaSelf-regulation of learning is an important concept for understanding and enhancing the learning process. Self-regulation skills are often associated with the student's academic achievements. The paper offers different approaches and models of learning self-regulation and stresses the most important characteristics of the process of learning self-regulation. The empirical research was aimed at establishing the connectedness of some components of self-regulation and academic achievement. The Motivation and Self-regulation of Learning Scale, based on Pintrich's model of learning self-regulation (Pintrich & De Groot, 1990) was adapted for our research. The sample included 111 students from two elementary and two secondary schools. The results show that academic achievement is most positively linked with self-efficiency as a motivational factor of self-regulation, and two more factors of self-regulation, cognitive strategies and social factors showed significant correlations with academic achievement. Based on the accepted model of self-regulation of learning and the obtained results relevant pedagogic implications are discussed.http://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2015/0547-33301502269K.pdfself-regulation of learningacademic achievementfactors of academic achievement |
| spellingShingle | Kuzmanović Biljana Vučetić Milica Self-regulation of learning from the student's perspective and it relatedness with academic achievement Nastava i Vaspitanje self-regulation of learning academic achievement factors of academic achievement |
| title | Self-regulation of learning from the student's perspective and it relatedness with academic achievement |
| title_full | Self-regulation of learning from the student's perspective and it relatedness with academic achievement |
| title_fullStr | Self-regulation of learning from the student's perspective and it relatedness with academic achievement |
| title_full_unstemmed | Self-regulation of learning from the student's perspective and it relatedness with academic achievement |
| title_short | Self-regulation of learning from the student's perspective and it relatedness with academic achievement |
| title_sort | self regulation of learning from the student s perspective and it relatedness with academic achievement |
| topic | self-regulation of learning academic achievement factors of academic achievement |
| url | http://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2015/0547-33301502269K.pdf |
| work_keys_str_mv | AT kuzmanovicbiljana selfregulationoflearningfromthestudentsperspectiveanditrelatednesswithacademicachievement AT vuceticmilica selfregulationoflearningfromthestudentsperspectiveanditrelatednesswithacademicachievement |