engleski

The components of self-regulated learning in relation to the quality of student-teacher interaction

Zimmerman (2001) conceptualized self-regulation in terms of contextually specific processes (cognitive, affective and behavioral) which are cyclical used for the attainment of personal goals. The process of self-regulation represents a reciprocal interaction of personal factors, environmental variables and behaviors. Brophy (1987) noted that the motivation to learn is competence acquired through general experience but stimulated most directly through modeling, communication of expectations and direct instruction by significant others (especially parents and teachers). Modeling studies provide evidence on how information conveyed socially can be internalized by students and used self-regulatively to produce greater learning (Schunk, 2001). Concerning school context, we expect that patterns of student-teacher interactions (e.g., autonomy-support vs. control) would be connected to students’ goal orientations, perceived control, self-esteem, the use of effective learning strategies and better achievement. The research was conducted on a two subsamples of students: first, which was consisted of 107 students from private secondary schools and second which was consisted of 77 students from public secondary schools. The Croatian version of “ The Components of Self-regulated learning (CRSL)” (Niemivirta, 1996) was applied, together with “ The Authoritative Classroom Management Style Scale” (Pavic, 2005) and “ The Quality of School Climate Scale” (Pavic, 2005). The results of analysis indicated that students from public and private secondary schools significantly differ in their perception of the student-teacher interactions as well as in their perception of the school climate. Also, patterns of relationships between the motivational-cognitive components in self-regulated learning within these two groups of students were quite different.

self-regulated learning; teacher-student interactions; school climate

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