engleski

CHANGES IN THE SELF-REGULATION OF LEARNING EXPERIENCE AFTER NEGATIVE SELF-EVALUATION OF THE ESSAY WRITING SCHOOL TASK

This is a longitudinal study relating to changes in self-regulated learning in the field of writing. It included 199 high-school students who wrote an essay and filled out scales, including the components of self- regulation which dealt with failure in school tasks. 32 students were unsuccessful or unhappy with the results when having to repeat essay writing task participated in the second wave of this longitudinal study. During the second attempt, students lowered their evaluation of achievement in writing tasks, their sense of control, feelings of relief and expectation of success were increased. They reduced the use of adaptive learning and writing strategies and increased the use of the external strategy “Seeking and writing by model”. The difference between the results in the first and second wave of research, for all the scales used and confidence in success have been calculated in order to determine the correlation between the established changes in the self-regulation of learning and the field of writing. The increase in the strategies of “Coping focused on the problem” is associated with an increase in positive activating emotions and increase in the evaluation of achievement in writing tasks. A greater use of defensive strategies in order to cope with failure also led to an increase in positive emotions, evaluation, sense of achievement, and the use of the “Planning and self-direction adaptive writing strategy”.

self-regulated learning, school failure, coping with school failure, academic emotions, writing strategies

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