Models of self-regulation mechanisms in peer-rejected students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F22%3A63553898" target="_blank" >RIV/70883521:28150/22:63553898 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.sagepub.com/doi/10.1177/21582440221099516" target="_blank" >https://journals.sagepub.com/doi/10.1177/21582440221099516</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1177/21582440221099516" target="_blank" >10.1177/21582440221099516</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Models of self-regulation mechanisms in peer-rejected students

Popis výsledku v původním jazyce

Self-regulation is a process that may affect the degree of peer rejection but may also be determined by the degree of peer rejection, whereby the degree of acceptance/rejection can influence the processes that lead to the strengthening or weakening of self-regulation. In this study, we concentrate on self-regulatory mechanisms (self-regulated behavior and strategies for emotional regulation) in peer-rejected students compared to non-rejected students. With the aid of structural equation modeling, we identified models of self-regulation mechanisms in three groups of students according to their acceptance/ rejection. These groups differ in the degree of peer rejection, the structure of the regulation of emotional relations, and the degree of self-regulation behavior. The results suggest that peer-rejected students do not form a monolithic group from the perspective of self-regulation mechanisms, as it is possible to identify diverse structures of relations between the self-regulation mechanisms that probably depend, inter alia, on the degree of peer rejection.

Název v anglickém jazyce

Models of self-regulation mechanisms in peer-rejected students

Popis výsledku anglicky

Self-regulation is a process that may affect the degree of peer rejection but may also be determined by the degree of peer rejection, whereby the degree of acceptance/rejection can influence the processes that lead to the strengthening or weakening of self-regulation. In this study, we concentrate on self-regulatory mechanisms (self-regulated behavior and strategies for emotional regulation) in peer-rejected students compared to non-rejected students. With the aid of structural equation modeling, we identified models of self-regulation mechanisms in three groups of students according to their acceptance/ rejection. These groups differ in the degree of peer rejection, the structure of the regulation of emotional relations, and the degree of self-regulation behavior. The results suggest that peer-rejected students do not form a monolithic group from the perspective of self-regulation mechanisms, as it is possible to identify diverse structures of relations between the self-regulation mechanisms that probably depend, inter alia, on the degree of peer rejection.

Druh

J_imp - Článek v periodiku v databázi Web of Science

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

2022

Kód důvěrnosti údajů

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

Název periodika

SAGE Open

ISSN

2158-2440

e-ISSN

2158-2440

Svazek periodika

12

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

11

Strana od-do

nestrankovano

Kód UT WoS článku

000806240700001

EID výsledku v databázi Scopus

2-s2.0-85131297651