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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@article{1187172, author = {Hrbáčková, Karla and Hladík, Jakub and Vávrová, Soňa and Švec, Vlastimil and Vávrová, Soňa and Švec, Vlastimil}, article_location = {Torun}, article_number = {4}, keywords = {self-regulated learning; students of auxiliary services professions; questionnaire validation; motivational beliefs; cognitive and metacognitive strategies; self-determination theory}, issn = {1732-6729}, journal = {New Educational Review}, title = {Development of the Czech Version of the Questionnaire on Self-Regulated Learning of Students}, volume = {26}, year = {2011} }
TY - JOUR ID - 1187172 AU - Hrbáčková, Karla - Hladík, Jakub - Vávrová, Soňa - Švec, Vlastimil - Vávrová, Soňa - Švec, Vlastimil PY - 2011 TI - Development of the Czech Version of the Questionnaire on Self-Regulated Learning of Students JF - New Educational Review VL - 26 IS - 4 SP - 33-44 EP - 33-44 PB - WYDAWNICTWO ADAM MARSZALEK, UL LUBICKA 44, TORUN, 87-100, POLAND SN - 17326729 KW - self-regulated learning KW - students of auxiliary services professions KW - questionnaire validation KW - motivational beliefs KW - cognitive and metacognitive strategies KW - self-determination theory N2 - 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. ER -
HRBÁČKOVÁ, Karla, Jakub HLADÍK, Soňa VÁVROVÁ a Vlastimil ŠVEC. Development of the Czech Version of the Questionnaire on Self-Regulated Learning of Students. \textit{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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