HRBÁČKOVÁ, Karla, Jakub HLADÍK, Soňa VÁVROVÁ a Vlastimil ŠVEC. Development of the Czech Version of the Questionnaire on Self-Regulated Learning of Students. New Educational Review. Torun: WYDAWNICTWO ADAM MARSZALEK, UL LUBICKA 44, TORUN, 87-100, POLAND, roč. 26, č. 4, s. 33-44, 11 s. ISSN 1732-6729. 2011.
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Základní údaje
Originální název Development of the Czech Version of the Questionnaire on Self-Regulated Learning of Students
Název česky Vývoj české verze Dotazníku autoregulace učení studentů
Název anglicky Development of the Czech Version of the Questionnaire on Self-Regulated Learning of Students
Autoři HRBÁČKOVÁ, Karla, Jakub HLADÍK, Soňa VÁVROVÁ a Vlastimil ŠVEC.
Vydání New Educational Review, Torun, WYDAWNICTWO ADAM MARSZALEK, UL LUBICKA 44, TORUN, 87-100, POLAND, 2011, 1732-6729.
Další údaje
Typ výsledku Článek v odborném periodiku
Utajení není předmětem státního či obchodního tajemství
Impakt faktor Impact factor: 0.075
Organizační jednotka Pedagogická fakulta
UT WoS 000301720400003
Klíčová slova anglicky self-regulated learning; students of auxiliary services professions; questionnaire validation; motivational beliefs; cognitive and metacognitive strategies; self-determination theory
Změnil Změnila: Dana Nesnídalová, učo 831. Změněno: 6. 3. 2020 13:41.
Anotace
The authors of the paper aim to briefly describe the issues connected with self-regulated learning and thus present the first attempt at measuring the level of self-regulated learning of university students. The aim of the questionnaire survey, which was carried out among the students of auxiliary services professions at Tomas Bata University in Zlin, was to verify the validity and reliability of assessment scales of the first version of the Questionnaire on students' self-regulated learning (DAUS). Factor analysis proved that the strongest factor of self-regulated learning is goal orientation (F1) followed by self-efficacy (F2), metacognitive strategies (F3) and study value (F4). The internal consistency of the questionnaire survey and individual scale differentials vary in the range of alpha = 0.77 to 0.91.
Anotace anglicky
The authors of the paper aim to briefly describe the issues connected with self-regulated learning and thus present the first attempt at measuring the level of self-regulated learning of university students. The aim of the questionnaire survey, which was carried out among the students of auxiliary services professions at Tomas Bata University in Zlin, was to verify the validity and reliability of assessment scales of the first version of the Questionnaire on students' self-regulated learning (DAUS). Factor analysis proved that the strongest factor of self-regulated learning is goal orientation (F1) followed by self-efficacy (F2), metacognitive strategies (F3) and study value (F4). The internal consistency of the questionnaire survey and individual scale differentials vary in the range of alpha = 0.77 to 0.91.
VytisknoutZobrazeno: 29. 3. 2024 16:57