The Relationship Between Locus of Control, Metacognition, and Academic Success

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F12%3A43868377" target="_blank" >RIV/70883521:28150/12:43868377 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1016/j.sbspro.2012.12.130" target="_blank" >http://dx.doi.org/10.1016/j.sbspro.2012.12.130</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.sbspro.2012.12.130" target="_blank" >10.1016/j.sbspro.2012.12.130</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Relationship Between Locus of Control, Metacognition, and Academic Success

Popis výsledku v původním jazyce

The previous research on locus of control or metacognition suggested that they are closely related to academic performance and can be taught to students to improve their academic and non-academic success. These variables were often examined separately inorder to explain and predict performance and rarely in a university setting. The integration of these variables into a common framework could provide a deeper understanding of university students? learning process. This study examined the relationship between locus of control, metacognition, and academic success in a university setting and is based on a hypothesis that the relationship between locus of control and academic success is fully mediated by metacognition. The present study also examined whether metacognition and internal or external locus of control are predictors of academic success. Correlations and regression analyses were used to examine mediation effects of metacognition in the relationship between locus of control and

Název v anglickém jazyce

The Relationship Between Locus of Control, Metacognition, and Academic Success

Popis výsledku anglicky

The previous research on locus of control or metacognition suggested that they are closely related to academic performance and can be taught to students to improve their academic and non-academic success. These variables were often examined separately inorder to explain and predict performance and rarely in a university setting. The integration of these variables into a common framework could provide a deeper understanding of university students? learning process. This study examined the relationship between locus of control, metacognition, and academic success in a university setting and is based on a hypothesis that the relationship between locus of control and academic success is fully mediated by metacognition. The present study also examined whether metacognition and internal or external locus of control are predictors of academic success. Correlations and regression analyses were used to examine mediation effects of metacognition in the relationship between locus of control and

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

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

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

Rok uplatnění

2012

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

69

Číslo periodika v rámci svazku

24December

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

7

Strana od-do

1805-1811

Kód UT WoS článku

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EID výsledku v databázi Scopus

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