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Individual importance of multicultural competence in relation to components of students' self-regulated learning

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dc.title Individual importance of multicultural competence in relation to components of students' self-regulated learning en
dc.contributor.author Hladík, Jakub
dc.contributor.author Hrbáčková, Karla
dc.contributor.author Vávrová, Soňa
dc.relation.ispartof International Conference On Education & Educational Psychology (Iceepsy 2012)
dc.identifier.issn 1877-0428 OCLC, Ulrich, Sherpa/RoMEO, JCR
dc.date.issued 2012
utb.relation.volume 69
dc.citation.spage 341
dc.citation.epage 349
dc.event.title 3rd International Conference on Education and Educational Psychology (ICEEPSY)
dc.event.location Istanbul
utb.event.state-en Turkey
utb.event.state-cs Turecko
dc.event.sdate 2012-10-10
dc.event.edate 2012-10-13
dc.type conferenceObject
dc.language.iso en
dc.publisher Elsevier Science B.V. en
dc.identifier.doi 10.1016/j.sbspro.2012.11.419
dc.relation.uri https://www.sciencedirect.com/science/article/pii/S1877042812054055
dc.subject multicultural self-regulated learning en
dc.subject multicultural competence en
dc.subject motivation en
dc.subject self-efficacy en
dc.subject attribution en
dc.subject metacognition en
dc.description.abstract The study focuses on self-regulation of multicultural learning in relation to importance that students ascribe to multicultural subcompetencies. A questionnaire on individual's perception of importance of multicultural competence was selected as a research instrument and was distributed to 151 students of Pedagogy. We found significant differences in assessing the importance of multicultural subcompetencies which constitute components of multicultural competence: awareness, knowledge and skills. It was also found that that self-regulated learning components display a close relationship in connection with multicultural competences. An assumption has been disproved that the values of self-regulated learning components increase with increasing importance assigned to various multicultural subcompetencies by students. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive - Counselling, Research & Conference Services C-crcs. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1003337
utb.identifier.rivid RIV/70883521:28150/12:43868055!RIV13-GA0-28150___
utb.identifier.obdid 43868146
utb.identifier.wok 000317131400043
utb.source d-wok
dc.date.accessioned 2013-07-27T14:55:09Z
dc.date.available 2013-07-27T14:55:09Z
dc.rights Attribution-NonCommercial-NoDerivs 3.0 Unported
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights.access openAccess
utb.contributor.internalauthor Hladík, Jakub
utb.contributor.internalauthor Hrbáčková, Karla
utb.contributor.internalauthor Vávrová, Soňa
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