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Nastava i vaspitanje
2015, vol. 64, iss. 2, pp. 269-283
article language: Serbian
document type: Original Scientific Paper
published on: 29/07/2015
doi: 10.5937/nasvas1502269K
Self-regulation of learning from the student's perspective and it relatedness with academic achievement
University of Kragujevac, Technical Faculty, Čačak

e-mail: biljana.kuzmanovic@ftn.kg.ac.rs, milica.vucetic@ftn.kg.ac.rs

Abstract

Self-regulation of learning is an important concept for understanding and enhancing the learning process. Self-regulation skills are often associated with the student's academic achievements. The paper offers different approaches and models of learning self-regulation and stresses the most important characteristics of the process of learning self-regulation. The empirical research was aimed at establishing the connectedness of some components of self-regulation and academic achievement. The Motivation and Self-regulation of Learning Scale, based on Pintrich's model of learning self-regulation (Pintrich & De Groot, 1990) was adapted for our research. The sample included 111 students from two elementary and two secondary schools. The results show that academic achievement is most positively linked with self-efficiency as a motivational factor of self-regulation, and two more factors of self-regulation, cognitive strategies and social factors showed significant correlations with academic achievement. Based on the accepted model of self-regulation of learning and the obtained results relevant pedagogic implications are discussed.

Keywords

self-regulation of learning; academic achievement; factors of academic achievement

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