Development of the Czech Version of the Questionnaire on Self-Regulated Learning of Students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F11%3A43865606" target="_blank" >RIV/70883521:28150/11:43865606 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Development of the Czech Version of the Questionnaire on Self-Regulated Learning of Students

Popis výsledku v původním jazyce

Authors of the paper aim to briefly describe the issues connected with self-regulated learning and thus present the first attempt to measure the level of self-regulated learning of university students. The aim of the questionnaire survey, which was carried out among students of auxiliary services professions at Tomas Bata University in Zlin, was to verify the validity and reliability of assessment scales of the first version of the Questionnaire on students´ self-regulated learning (DAUS). Factor analysis proved that the strongest factor of self-regulated learning is goal orientation (F1) followed by self-efficacy (F2), metacognitive strategies (F3) and study value (F4). The internal consistency of the questionnaire survey and individual scale differentials vary in therange of ? = 0.77 to 0.91.

Název v anglickém jazyce

Development of the Czech Version of the Questionnaire on Self-Regulated Learning of Students

Popis výsledku anglicky

Authors of the paper aim to briefly describe the issues connected with self-regulated learning and thus present the first attempt to measure the level of self-regulated learning of university students. The aim of the questionnaire survey, which was carried out among students of auxiliary services professions at Tomas Bata University in Zlin, was to verify the validity and reliability of assessment scales of the first version of the Questionnaire on students´ self-regulated learning (DAUS). Factor analysis proved that the strongest factor of self-regulated learning is goal orientation (F1) followed by self-efficacy (F2), metacognitive strategies (F3) and study value (F4). The internal consistency of the questionnaire survey and individual scale differentials vary in therange of ? = 0.77 to 0.91.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GA406%2F09%2F1240" target="_blank" >GA406/09/1240: Kognitivní a nonkognitivní determinanty rozvoje autoregulace učení studentů pomáhajících profesí.</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2011

Kód důvěrnosti údajů

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

Název periodika

The New Educational Review

ISSN

1732-6729

e-ISSN

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Svazek periodika

26

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

12

Strana od-do

33-44

Kód UT WoS článku

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EID výsledku v databázi Scopus

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