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Pupils' Self-Regulated Skills in Relation to their Perceived Position in Formal and Informal School Life Processes
| Content Provider | Scilit |
|---|---|
| Author | Hrbackova, K. |
| Copyright Year | 2018 |
| Description | The paper focuses on assessing the extent to which pupils in the upper-primary school level use self-regulation skills related to interpersonal cognitive problem-solving. The paper also aims to identify the extent to which self-regulation in pupils is dependent on their perceived position in formal and informal school life processes; such processes may play a supportive or endangering role in their learning. A multiple linear regression was employed to determine to what extent the perceived position in formal and informal processes of school life predict self-regulation in pupils (N = 1,133). The results showed that experiencing success and opportunity, pupils' social inclusion in peer groups, and teacher's positive attitude towards pupils are the most relevant predictor of how pupils apply their self-regulation skills. Negative experiencing did not explain any additional variance in the final scores. Book Name: Issues and Trends in Interdisciplinary Behavior and Social Science |
| Related Links | https://content.taylorfrancis.com/books/download?dac=C2017-0-56599-8&isbn=9781315148700&doi=10.1201/9781315148700-50&format=pdf |
| Ending Page | 344 |
| Page Count | 8 |
| Starting Page | 337 |
| DOI | 10.1201/9781315148700-50 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2018-05-20 |
| Access Restriction | Open |
| Subject Keyword | Book Name: Issues and Trends in Interdisciplinary Behavior and Social Science Social Sciences, Interdisciplinary Pupils Regulation Skills Formal and Informal Perceived Position School Life Processes Position in Formal |
| Content Type | Text |
| Resource Type | Chapter |
