Publication details

Autoregulace učení a její proměny v procesu přípravy opakovaně neúspěšných maturantů

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Title in English Self-regulated learning and its changing in the preparation of repeatedly unsuccessful examinee


Year of publication 2022
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Description Secondary school students are used to preparing for examinations based on the short part of the concrete topic of the curriculum. However, the Matura exam, which awaits them in the fourth year, is comprehensive, and it imposes requirements on students’ motivation and ability to set partial goals and focus on achieving them. The ability to regulate own behaviour, motivation, and learning is defined as self-regulated learning (SRL) (Zimmerman & Moylan, 2009). According to Panadero and Alonso-Tapia (2014), it is the knowledge of the task (in our case, preparing for the Matura exam) that is crucial for forming self-motivation to achieve the goal (passing the Matura exam). The self-regulation process consists of three phases: forethought, performance, and self-reflection (Kirshnan et al., 2019). After the failure, the process is repeated, but it is influenced by self-judgment that leads to adaptive or defensive behaviour.
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