Naslov
To flourish, arm or fade away? Proactive, defensive and depressive patterns of self-regulated learning

Autori
Lončarić, Darko

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
4th European Conference on Positive Psychology: Book of Abstracts / Brdar, I. - Rijeka : Filozofski fakultet Sveučilišta u Rijeci, 2008, 177-177

ISBN
978-953-6104-66-6

Skup
4th European Conference on Positive Psychology

Mjesto i datum
Opatija, Hrvatska, 01.07.2008. - 04.07.2008

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Self-regulation; Self-regulated learning; Cognition; Motivation; Students

Sažetak
Numerous empirical findings relevant for self-regulation research can be related to functional self-regulation patterns (proactive and defensive) and a dysfunctional pattern that relates to the depressive absence of self-regulation efforts. The first two patterns are in accordance with numerous empirical findings coming from the fields of cognitive, social and educational psychology, including concepts such as promotion vs. prevention focus (Tory Higgins) and mastery or learning mode vs. coping or well-being mode (Carol Dweck and Monique Boekaerts). These patterns can be supplemented with a depressive pattern indicating self-defeating cognitions and strategies, absence of motivation and self-regulatory efforts. The empirical part of this study is focused on self-regulated learning in order to identify cognitive beliefs, motivational beliefs, motivational strategies and self-regulation strategies that could provide support for the empirical distinction between the proactive and defensive self-regulation patterns. Croatian upper elementary students (N=460 ; 11-14 years of age) participated in this investigation. Their self-reports were gathered by SRLC (Self-Regulated Learning Components) Scale constructed for the purpose of this investigation. The factor analysis of self-regulation components supported the theoretical distinction between the proactive and defensive self-regulation patterns. The results were interpreted in the context of previous research findings. Further research needs to address the question of specific self-regulation failures (the depressive pattern) in samples that include larger proportion of poorly adapted and underachieving students.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Pedagogija

POVEZANOST RADA