The Associations among the Academic Self-Concept Elements of Entry level Academic Staff

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73594109" target="_blank" >RIV/61989592:15410/19:73594109 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.futureacademy.org.uk/files/images/upload/ejsbs255.pdf" target="_blank" >https://www.futureacademy.org.uk/files/images/upload/ejsbs255.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15405/ejsbs.255" target="_blank" >10.15405/ejsbs.255</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Associations among the Academic Self-Concept Elements of Entry level Academic Staff

Popis výsledku v původním jazyce

This paper focuses on the associations of the selected elements of academic self-concept among entry level academic staff which contribute to building their professional self-concept. The study investigated the question whether a positive correlation exists among selected elements of academic self-concept among the research sample. The main aim of the study was to analyse associations among motivational beliefs, self-efficacy, metacognitive strategies and meaningfulness of studies as elements influencing the learning autoregulation of respondents which would contribute to the development of academic self-concept. The research methods included the implementation of the standardized questionnaire DAUS (Hrbáčková, 2011) comprising 40 items divided into four groups that respondents rate according to a seven-point scale, from &quot;1 – I totally disagree&quot; to &quot;7 - I fully agree,&quot; with 4 meaning &quot;difficult to decide&quot;. The results reveal positive associations among academic self-concept elements, but these associations differ in terms of countries. It can be concluded that the strongest correlation is between meaningfulness of studies and motivational beliefs.

Název v anglickém jazyce

The Associations among the Academic Self-Concept Elements of Entry level Academic Staff

Popis výsledku anglicky

This paper focuses on the associations of the selected elements of academic self-concept among entry level academic staff which contribute to building their professional self-concept. The study investigated the question whether a positive correlation exists among selected elements of academic self-concept among the research sample. The main aim of the study was to analyse associations among motivational beliefs, self-efficacy, metacognitive strategies and meaningfulness of studies as elements influencing the learning autoregulation of respondents which would contribute to the development of academic self-concept. The research methods included the implementation of the standardized questionnaire DAUS (Hrbáčková, 2011) comprising 40 items divided into four groups that respondents rate according to a seven-point scale, from &quot;1 – I totally disagree&quot; to &quot;7 - I fully agree,&quot; with 4 meaning &quot;difficult to decide&quot;. The results reveal positive associations among academic self-concept elements, but these associations differ in terms of countries. It can be concluded that the strongest correlation is between meaningfulness of studies and motivational beliefs.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

The European Journal of Social &amp; Behavioural Sciences

ISSN

2301-2218

e-ISSN

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Svazek periodika

XXV

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CY - Kyperská republika

Počet stran výsledku

6

Strana od-do

2927-2932

Kód UT WoS článku

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EID výsledku v databázi Scopus

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