Abstract
Numerous empirical findings relevant for self-regulation research can be related to functional self-regulation patterns (proactive and defensive) and a dysfunctional pattern (depressive absence of self-regulation efforts). The first two patterns are in accordance with numerous empirical findings coming from the fields of cognitive, social and educational psychology, including concepts such as promotion vs. prevention focus and mastery or learning mode vs. coping or well-being mode. These patterns can be supplemented with a depressive pattern indicating self-defeating cognitions and strategies, absence of motivation and self-regulatory efforts. The empirical part of this study is focused on self-regulated learning and relationships between cognitive beliefs, motivational beliefs and self-regulation strategies. Croatian upper elementary students (N = 460; age 11–14 years) participated in this investigation. Self-reports were gathered by self-regulated learning components scale. The factor analysis of self-regulation components supported the theoretical distinction between the proactive and defensive self-regulation patterns. The results were interpreted in the context of previous research findings. Further research needs to address the question of specific self-regulation failures (the depressive pattern) in samples that include larger proportion of poorly adapted and under-achieving students.
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Notes
- 1.
Scales are available on request (English and Croatian version).
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Lončarić, D. (2011). To Flourish, Arm or Fade Away? Proactive, Defensive and Depressive Patterns of Self-Regulated Learning. In: Brdar, I. (eds) The Human Pursuit of Well-Being. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1375-8_15
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