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Psihologija
2019, vol. 52, br. 1, str. 35-52
jezik rada: engleski
vrsta rada: izvorni naučni članak
doi:10.2298/PSI180202027D

Creative Commons License 4.0
Uloga samokontrole, samoefikasnosti, metakognicije i motivacije u predviđanju školskog uspeha
Institut za pedagoška istraživanja, Beograd

e-adresa: dzinovic@gmail.com

Projekat

Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu (MPNTR - 179034)
Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije (MPNTR - 47008)

Sažetak

Pojmovi samokontrole i samo regulisanog učenja odnose se na procese i strategije kojima pojedinac pokazuje agentnost u svom odnosu prema zahtevima obrazovanja. Ovo istraživanje testiralo je strukturni model koji predviđa da samokontrola ima direktan efekat na uspeh u školi, kao i efekat koji je posredovan metakognitivnom samoregulacijom, akademskom samo efikasnošću i stilovima regulisanja motivacije. Istraživanje je sprovedeno na stratifikovanom slučajnom uzorku od 575 učenika osmog razreda (osnovne škole, prim. prev.). Pokazalo se da je efekat samokontrole na postignuće posredovan samoefikasnošću. Drugim rečima, učenici koji imaju povišenu samokontrolu i veruju da su sposobni da odgovore zahtevima škole će biti uspešni u školi bez obzira na kompleksnost njihovog učenja ili toga da li su autonomno motivisani ili ne. Razmatrane su implikacije ovakvog nalaza, kao i ograničenja ovog i pravci za buduća istraživanja.

Ključne reči

samokontrola; samoefikasnost; metakognitivna samoregulacija; stiloviregulisanja motivacije; uspeh u školi

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