engleski

Quality of school life, self-regulated learning and academic achievement

The aim of the present study was to examine the relations of the quality of school life (QSL) with students’ academic achievement and goal orientations towards learning. The sample included 4999 fifth- to eight-grade primary school students from 49 schools. The participants completed an adapted version of the QSL questionnaire (Ainley & Bourke, 1992) and self-report measures assessing their goal orientations as specific components of self-regulated learning. The results showed that females and younger students were generally more satisfied with the quality of their school life. Multiple regression analyses were conducted with academic achievement and goal orientations as criterion variables and students’ gender, age and QSL variables as predictors. Academically successful students reported stronger sense of achievement in schoolwork and less negative feelings about the school. However, they also reported less enjoyment in learning in school and perceived schooling as less relevant to their future. The subscales of the QSL showed different relationships with students’ goal orientations. Students with higher learning goal-orientation were generally more satisfied with their school and perceived their school as a place where learning is fun, while performance-oriented students valued more a sense of achievement and had more negative feelings about the school. Students’ perceptions of the opportunity for future they get during their schooling were significant predictors of both goal orientations. The implications of these findings for creating a stimulating school environment that will improve the quality of school life and students’ academic success are discussed.

quality of school life; self-regulated learning; academic achievement

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