Autoregulace žáků v závislosti na vnímaných projevech rizikového chování

Title: Autoregulace žáků v závislosti na vnímaných projevech rizikového chování
Variant title:
  • Students' self-regulation in relation to perceived risk behavior
Source document: Studia paedagogica. 2018, vol. 23, iss. 1, pp. [81]-104
Extent
[81]-104
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
License: Not specified license
 

Notice: These citations are automatically created and might not follow citation rules properly.

Abstract(s)
Příspěvek se věnuje problematice autoregulace žáků v závislosti na jejich vnímaných projevech rizikového chování. Nízká úroveň autoregulace bývá často spojována s rizikovými projevy chování a zkoumá se často v prostředí, kde jsou děti ohroženy rizikovým chováním. V našem výzkumu jsme se zaměřili na žáky z běžných základních a středních škol (N = 2652) a z jišťovali jsme, jak se u těchto žáků projevuje autoregulace v oblasti kognitivní, emocionální a behaviorální. Sledovali jsme také, jakým z působem se na míře autoregulace podílí vnímaná vlastní účinnost, školní prospěch, ekonomický status a vnímaný vliv okolí. Výsledky naznačují, že míra autoregulace je nižší u žáků s vnímanými projevy rizikového chování, ale zároveň se neliší od vnímané vlastní účinnosti. Na míru autoregulace působí v obou sledovaných skupinách (podle výskytu vnímaných projevů rizikového chování) vnímaná účinnost autoregulace. U žáků bez výskytu vnímaných projevů rizikového chování se na míře autoregulace podílí také školní prospěch a ekonomický status. U žáků s rizikovými projevy chování se ukazuje jako silný prediktor také vnímaný vliv kamarádů.
The paper deals with the issue of students' self-regulation depending on their perceptions of risk behavior. A low level of self-regulation is often associated with risk behavior and is often investigated in environments where children are at risk. In our research, we focused on students at primary and secondary schools (N = 2,652) and investigated how self-regulation occurred in cognitive, emotional, and behavioral areas. We also examined how self-efficacy, school achievement, economic status, and perceived influence from others contributed to self-regulation. The results suggest that the level of self-regulation was lower in students with perceived risk behavior, but, at the same time, it did not differ from perceived efficacy. In both monitored groups (depending on perceived risk behavior), perceived self-efficacy influenced the degree of self-regulation. School achievement and economic status also contributed to self-regulation in pupils without perceived risk behavior. The perceived influence of friends was a strong predictor for self-regulation in pupils with perceived risk behavior.
Note
Příspěvek vznikl v rámci řešení projektu GA ČR 17-04816S Dynamika autoregulace u sociálně vyloučených žáků.
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