engleski

To Flourish, Arm or Fade Away? Proactive, Defensive and Depressive Patterns of Self-Regulated Learning

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 (Loncaric, 2008). 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.

self-regulation, self-regulated learning, self-regulation patterns, cognition, motivation, students

nije evidentirano