The Role of Self-Efficacy and Self-Improvement in Metacognitive Regulation in Students of Helping Professions

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F18%3A63521076" target="_blank" >RIV/70883521:28150/18:63521076 - 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

The Role of Self-Efficacy and Self-Improvement in Metacognitive Regulation in Students of Helping Professions

Popis výsledku v původním jazyce

The chapter focuses on the role of self-efficacy and self-improvement in metacognitive regulation in university students of helping professions. The aim of the research was to discover relationships among self-efficacy, self-improvement (as important processes of self-regulated learning) and metacognitive regulation (i.e., self-evaluation, self-monitoring and planning). The data obtained from 330 university students were analysed through structural equation modelling. We discovered that relationships among the observed processes can be structured in a model. In this model, self-efficacy positively affects self-improvement, which has a significant impact on metacognitive regulation (self-evaluation, monitoring and planning) by predicting students’ monitoring directly and indirectly through planning and/or self-evaluation. Furthermore, self-efficacy positively affects self-evaluation, which has a significant impact on monitoring; directly and indirectly through planning.

Název v anglickém jazyce

The Role of Self-Efficacy and Self-Improvement in Metacognitive Regulation in Students of Helping Professions

Popis výsledku anglicky

The chapter focuses on the role of self-efficacy and self-improvement in metacognitive regulation in university students of helping professions. The aim of the research was to discover relationships among self-efficacy, self-improvement (as important processes of self-regulated learning) and metacognitive regulation (i.e., self-evaluation, self-monitoring and planning). The data obtained from 330 university students were analysed through structural equation modelling. We discovered that relationships among the observed processes can be structured in a model. In this model, self-efficacy positively affects self-improvement, which has a significant impact on metacognitive regulation (self-evaluation, monitoring and planning) by predicting students’ monitoring directly and indirectly through planning and/or self-evaluation. Furthermore, self-efficacy positively affects self-evaluation, which has a significant impact on monitoring; directly and indirectly through planning.

Druh

C - Kapitola v odborné knize

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

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

Self-Regulated Learners: Strategies, Performance, and Individual Differences

ISBN

978-1-5361-3618-0

Počet stran výsledku

29

Strana od-do

155-184

Počet stran knihy

247

Název nakladatele

Nova Science Publishers

Místo vydání

New York

Kód UT WoS kapitoly

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