Pupils’ self-regulated skills in relation to their perceived position in formal and informal school life processes

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F18%3A63521175" target="_blank" >RIV/70883521:28150/18:63521175 - isvavai.cz</a>

Výsledek na webu

—

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Pupils’ self-regulated skills in relation to their perceived position in formal and informal school life processes

Popis výsledku v původním jazyce

The paper focuses on assessing the extent to which pupils in the upper-primary school level use self-regulation skills related to interpersonal cognitive problem-solving. The paper also aims to identify the extent to which self-regulation in pupils is dependent on their perceived position in formal and informal school life processes; such processes may play a supportive or endangering role in their learning. A multiple linear regression was employed to determine to what extent the perceived position in formal and informal processes of school life predict self-regulation in pupils (N = 1,133). The results showed that experiencing success and opportunity, pupils’ social inclusion in peer groups, and teacher’s positive attitude towards pupils are the most relevant predictor of how pupils apply their self-regulation skills. Negative experiencing did not explain any additional variance in the final scores. © 2018 Taylor &amp; Francis Group, London.

Název v anglickém jazyce

Pupils’ self-regulated skills in relation to their perceived position in formal and informal school life processes

Popis výsledku anglicky

The paper focuses on assessing the extent to which pupils in the upper-primary school level use self-regulation skills related to interpersonal cognitive problem-solving. The paper also aims to identify the extent to which self-regulation in pupils is dependent on their perceived position in formal and informal school life processes; such processes may play a supportive or endangering role in their learning. A multiple linear regression was employed to determine to what extent the perceived position in formal and informal processes of school life predict self-regulation in pupils (N = 1,133). The results showed that experiencing success and opportunity, pupils’ social inclusion in peer groups, and teacher’s positive attitude towards pupils are the most relevant predictor of how pupils apply their self-regulation skills. Negative experiencing did not explain any additional variance in the final scores. © 2018 Taylor &amp; Francis Group, London.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/GA17-04816S" target="_blank" >GA17-04816S: Dynamika autoregulace u sociálně vyloučených žáků</a><br>

Návaznosti

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

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název statě ve sborníku

Issues and Trends in Interdisciplinary Behavior and Social Science

ISBN

978-1-138-55380-4

ISSN

—

e-ISSN

neuvedeno

Počet stran výsledku

8

Strana od-do

337-344

Název nakladatele

CRC Press-Taylor &amp; Francis Group

Místo vydání

Londýn

Místo konání akce

Bali

Datum konání akce

22. 7. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—