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The determinants of self-regulated learning development in students of helping professions

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dc.title The determinants of self-regulated learning development in students of helping professions en
dc.contributor.author Vávrová, Soňa
dc.contributor.author Hladík, Jakub
dc.contributor.author Hrbáčková, Karla
dc.relation.ispartof International Conference on Education & Educational Psychology (ICEEPSY 2012)
dc.identifier.issn 1877-0428 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2012
utb.relation.volume 69
dc.citation.spage 332
dc.citation.epage 340
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.2012.11.418
dc.relation.uri https://www.sciencedirect.com/science/article/pii/S1877042812054043
dc.subject self-regulation en
dc.subject learning en
dc.subject students en
dc.subject helping professions en
dc.subject grounded theory en
dc.subject focus group en
dc.description.abstract In their research the authors focused on functioning of mechanisms of self-regulated learning in students of helping professions at Tomas Bata University in Zlin. They examined which cognitive and non-cognitive determinants play a key role in the process of developing self-regulation. They also looked into how and under what conditions the determinants are transformed into skills necessary for one's own learning management. Due to nature of the presented issue the researchers chose a qualitative research strategy. They chose the focus group technique out of possible research techniques, which is among the most progressive ones. The researchers built a focus group composed of seven respondents on the basis of an intentional selection. The grounded theory method was chosen as a method to analyse the date obtained. The method involves searching for a "substantive" theory concerning a defined population, environment or period. It was applied in accordance with Strauss and Corbin. The obtained data were transcribed and processed using open and axial coding. In the course of open coding 32 open codes were abstracted, amalgamated into eight categories and classified in three areas (motivation, cognitive and meta-cognitive strategies). The authors gripped the emerged codes and categories with their dimensions as the founding stones of a new emerging theory. Two cyclical models crystallised. The first one describes the mechanisms of choosing a study field and the second one depicts mechanisms leading to the development of self-regulated learning in students. Both models were subsequently united into a third model covering the mechanisms leading to the development of self-regulated learning in students of helping professions. The findings serve as clear evidence that success in learning depends on motivation which is markedly influenced by a suitable choice of a study field / future profession along with fulfilled expectations which become a significant motivation factor. A motivated student then actively regulates the process of his/her learning. In the course of learning, such a student also thinks about the applied strategies and modifies them on the basis of his/her success or failure. (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/10563/1003336
utb.identifier.rivid RIV/70883521:28150/12:43868345!RIV13-MSM-28150___
utb.identifier.obdid 43868445
utb.identifier.wok 000317131400042
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 https://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights.access openAccess
utb.contributor.internalauthor Vávrová, Soňa
utb.contributor.internalauthor Hladík, Jakub
utb.contributor.internalauthor Hrbáčková, Karla
utb.fulltext.affiliation Vávrová Soňa; Hladík Jakub; Hrbáčková Karla
utb.fulltext.sponsorship The article was created within a grant project MSMT CR 7AMB12SK108 The Examination of Social Phenomena in Cultural Context a Comparison of Czech and Slovak University Students.
utb.fulltext.faculty Faculty of Humanities
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