Pretražite po imenu i prezimenu autora, mentora, urednika, prevoditelja

Napredna pretraga

Pregled bibliografske jedinice broj: 89608

Coping With School Failure And Self-Regulated Learning


Rijavec, Majda; Brdar, Ingrid
Coping With School Failure And Self-Regulated Learning // European Journal of Psychology of Education, 17. (2002), 2.; 177-194 (međunarodna recenzija, članak, znanstveni)


CROSBI ID: 89608 Za ispravke kontaktirajte CROSBI podršku putem web obrasca

Naslov
Coping With School Failure And Self-Regulated Learning

Autori
Rijavec, Majda ; Brdar, Ingrid

Izvornik
European Journal of Psychology of Education (0256-2928) 17. (2002), 2.; 177-194

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
coping strategies; academic stress; school failure; self-regulated learning; learning strategies

Sažetak
The aim of the study was to explore whether students can be classified in groups according to their coping strategies in dealing with school failure and to assess relationships between coping strategies and various components of self regulated learning. The sample consisted of 470 high school students (15 to 18 years). The students responded to two self-report questionnaires: The School Failure Coping Scale and The Components of Self-Regulated Learning. A K-Means cluster analysis was used to classify students on the basis of their coping strategies. The first cluster included students high on problem-oriented and low on emotion-oriented strategies. The second contained students high on emotion-focused and low on problem-focused coping strategies. The third group included students with high scores on all strategies, and the fourth those with low scores on all strategies. Results showed that these classified groups differed across all components of self-regulated learning and school achievement. It was concluded that pattern approach to coping with school failure could be useful in future research and that study of coping strategies should include the meaning students attach to their success and failure in school, as well as their level of aspiration.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija



POVEZANOST RADA


Projekti:
0009024

Ustanove:
Filozofski fakultet, Rijeka

Profili:

Avatar Url Majda Rijavec (autor)

Avatar Url Ingrid Brdar (autor)


Citiraj ovu publikaciju:

Rijavec, Majda; Brdar, Ingrid
Coping With School Failure And Self-Regulated Learning // European Journal of Psychology of Education, 17. (2002), 2.; 177-194 (međunarodna recenzija, članak, znanstveni)
Rijavec, M. & Brdar, I. (2002) Coping With School Failure And Self-Regulated Learning. European Journal of Psychology of Education, 17. (2.), 177-194.
@article{article, year = {2002}, pages = {177-194}, keywords = {coping strategies, academic stress, school failure, self-regulated learning, learning strategies}, journal = {European Journal of Psychology of Education}, volume = {17.}, number = {2.}, issn = {0256-2928}, title = {Coping With School Failure And Self-Regulated Learning}, keyword = {coping strategies, academic stress, school failure, self-regulated learning, learning strategies} }
@article{article, year = {2002}, pages = {177-194}, keywords = {coping strategies, academic stress, school failure, self-regulated learning, learning strategies}, journal = {European Journal of Psychology of Education}, volume = {17.}, number = {2.}, issn = {0256-2928}, title = {Coping With School Failure And Self-Regulated Learning}, keyword = {coping strategies, academic stress, school failure, self-regulated learning, learning strategies} }

Časopis indeksira:


  • Current Contents Connect (CCC)
  • Web of Science Core Collection (WoSCC)
    • Social Science Citation Index (SSCI)
    • SCI-EXP, SSCI i/ili A&HCI
  • Scopus


Uključenost u ostale bibliografske baze podataka::


  • Psychological Abstracts





Contrast
Increase Font
Decrease Font
Dyslexic Font