No abstract

This study deals with the issue of non-formal education in the Czech Republic. In this regard, it focuses on the participation of adults in non-formal education in and outside of a workplace and on the conditioning factors of their participation. For this purpose, the study uses a quantitative research strategy through which the data for the representative sample of adults were collected (N = 1,022). The study found that the participation rate of the adult population in non-formal education in the Czech Republic is 29%, where 33% of adults do participate in non-formal education in the workplace and only 17% of adults participate outside of the workplace. The main factors affecting the participation of local inhabitants in education are age and socioeconomic status. The higher the status is, the higher the participation is. The current situation in the Czech Republic differs from other countries because of the comparatively large number of self-employed people in the Czech Republic. On the other hand, it shares with other countries a similar structure of people excluded from educational activities.

The paper presents findings on self-regulatory behavior in Czech adults, as measured by SRQ-CZ, an instrument originally developed by Brown et al. (1999), and on self-efficacy in learning as measured by SEQ, an instrument developed by Jakešová (2014). The two results correlated low, which indicates that SRQ-CZ measures the generic ability while the SEQ measures domain specific beliefs. As expected, the scores on positive dimensions of SRQ-CZ (Goal Orientation and Decision Making) were above the midpoint of the scale used, while in negative dimensions (Self-direction and Impulsivity Control) the scores were below the midpoint.

Abstrakt

The authors report on the validation of the Self-Regulation Questionnaire (SRQ), originally developed by Brown et al. (1999). The SRQ was administered to a sample of 360 university students in the Czech Republic. The factor analysis yielded a four-factor model with factors Impulse Control, Goal Orientation, Self-direction and Decision Making. In this version, SRQ has 27 items with a reliability of .88. The total explained variance was 43%. The findings supported the claim that SRQ does not follow the sequence of steps in self-regulation as described by Miller and Brown (1991).