engleski

Self-Regulated Learning, Causal Attributions and Academic Achievement

The self-determination theory put forth by Deci and Ryan (1994) explains how extrinsically motivated actions can become self-determined through the developmental processes of internationalization and integration. So, they conceptualize that intrinsic motivation involves activities that are self-determined and differentiate four types of extrinsic motivation in terms of the degree to which it has been internalized. These four types of extrinsic regulation can be ordered along continuum from external control to autonomous self-regulated (external regulatin, introjected regulation and integrated regulation). The purpose of this research was to investigate the relationship between the student's causal attributions of the academic achievement and the four types of motivation or regulatory styles in learning. The Academic Self-regulated Questionnaire (SRQ-A ; adapted version for Croatian population made by Raffaelli, 2004) and The Causal Attribution scale (CAS ; Sorić, 1998) was administrated on a sample of 127 students enrolled in seventh grade of primary school. The results of present study have shown interesting relations between students' regulatory styles, their academic achievement and causal attributions for these achievements. Finding were interpreted in therms of SDT theory and Weiner's causal attribution theory.

self-regulated learning; causal attributions; academic achievement

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