Domain-Specific Context of Students´ Self-Regulated Learning in the Preparation of Helping Professions

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F11%3A43865613" target="_blank" >RIV/70883521:28150/11:43865613 - 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

Domain-Specific Context of Students´ Self-Regulated Learning in the Preparation of Helping Professions

Popis výsledku v původním jazyce

The current research on self-regulated learning has stressed the important role of cognitive and non-cognitive components in achieving academic success. However, there has not been a clear consensus on whether these components are context-specific, or rather generalisable across subject domains and disciplines. Using a subject research design, the present study assessed differences in students´ self-regulated learning process (motivational beliefs and metacognitive process) among university students inthe designated field (social work) and the methodological area (social research) in the university preparation of helping professions. The analysis suggested that the more positive students´ motivational beliefs are, particularly the perceived utility ofa subject and goal motivation (with the exception of the perceived difficulty of a subject) in students, the deeper their metacognitive process becomes. If a student perceives a subject as difficult, it does not need to be a key factor/b

Název v anglickém jazyce

Domain-Specific Context of Students´ Self-Regulated Learning in the Preparation of Helping Professions

Popis výsledku anglicky

The current research on self-regulated learning has stressed the important role of cognitive and non-cognitive components in achieving academic success. However, there has not been a clear consensus on whether these components are context-specific, or rather generalisable across subject domains and disciplines. Using a subject research design, the present study assessed differences in students´ self-regulated learning process (motivational beliefs and metacognitive process) among university students inthe designated field (social work) and the methodological area (social research) in the university preparation of helping professions. The analysis suggested that the more positive students´ motivational beliefs are, particularly the perceived utility ofa subject and goal motivation (with the exception of the perceived difficulty of a subject) in students, the deeper their metacognitive process becomes. If a student perceives a subject as difficult, it does not need to be a key factor/b

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

Procedia: Social and Behavioral Sciences

ISSN

1877-0428

e-ISSN

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Svazek periodika

2011

Číslo periodika v rámci svazku

29

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

11

Strana od-do

330-340

Kód UT WoS článku

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EID výsledku v databázi Scopus

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