Czech Validation of the Self-regulation and Self-efficacy Questionnaires for Learning

Jakešová, Jitka; Gavora, Peter; Kalenda, Soňa; Vávrová, Soňa

doi:10.1016/j.sbspro.2016.02.092

Cited by 13 publications

(15 citation statements)

References 18 publications

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“…The lack of such influences may be due to the methodological limitations of this text (and especially the small research sample used). Other individual variables, such as the frequency of using Office suites [52], readiness to learn [53][54][55], and situational factors related to work experience [56], which are difficult to include in the course of a single study due to the limitations of the length of the tool, may also be a limiting factor in the prediction of change in the selected elements of key competences.…”

Section: Discussionmentioning

confidence: 99%

Declared and Real Level of Digital Skills of Future Teaching Staff

Tomczyk¹

2021

Education Sciences

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Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication technologies (ICT). This article is an attempt to show the real and declared level of digital skills among future teaching staff. The research was conducted in Poland among 128 students of pedagogical faculties (first-year undergraduate studies). The research used a triangulation of research methods and techniques: diagnostic survey and competency tests related to the use of word processors and spreadsheets, and the level of knowledge about the use of ICT. Competency tests were in accordance with the European Computer Skills Certificate (ECDL) standard. The collected data showed the following: (1) more than half of the students rate their own skills in the use of word processors and spreadsheets, and their overall theoretical knowledge as high or very high; (2) in the case of the real assessment of digital competence, only less than 20% reached the passing threshold in the areas of word processors and theoretical knowledge, with only 1.6% passing in the area of spreadsheets; (3) the declared and actual levels of digital competence were moderately related in the surveyed group; (4) attitudes towards new media, self-assessment of digital skills, and previous learning experience in handling ICT are not predictive factors for ECDL test results.

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Section: Discussionmentioning

confidence: 99%

Declared and Real Level of Digital Skills of Future Teaching Staff

Tomczyk¹

2021

Education Sciences

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“…Dlouhodobě se ho účastní přibližně polovina vysokoškolsky vzdělané populace, což je třikrát více než u populace se základním nebo středním vzděláním bez maturity. Svou roli zde sehrává jak to, že lidé s vyšší úrovní vzdělání pracují na kvalifikačně náročnějších pozicích, tak to, že mají zpravidla pozitivnější přístup ke vzdělávání [Boeren, 2009[Boeren, , 2011Boeren et al, 2012a] -častěji zdůrazňují jeho hodnotu a mají rozvinutější schopnost sebeřízeného učení a self-efficacy [Jakešová, et al, 2016].…”

Section: Vývoj účAsti Dle Dosaženého Vzděláníunclassified

Vratký triumf: vývoj účasti na neformálním vzdělávání dospělých v České republice v letech 1997 až 2016

Kalenda¹

2021

Self Cite

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“…Self-regulation in the learning is a strategy used by students to manage cognition and knowledge (Azevedo et al, 2005). Students who have SLR are able to recognize themselves well (Jakešová et al, 2016), so they know what is needed to obtain the best learning outcome, such as determine learning style, measure their capacity, solve difficult problem, explore their interest and talent, and to be able to utilize their potency (Butler, 1998;Vermunt & Vermetten, 2004).…”

Section: Introductionmentioning

confidence: 99%

The effect of self-regulated learning strategies on the primary school students' independent learning skill

Sukowati

Sartono

Pradewi

2020

PETiER

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Students have Self-Regulated Learning (SRL) which can motivate themselves to arrange personal goals, plan strategies done to achieve the goal, until to evaluate the behaviors. Besides that, students can be more responsible to themselves so that the learning independence of students can be formed. This research aimed to investigate the level of SRL and learning independence of elementary school students, and to investigate the influence of SRL towards the learning independence of elementary school students. This research used a quantitative approach with the comparative research design. The population in this research was 387 students with the sample used was 194 students taken randomly using Slovin’s formula. The instrument used in this research consisted of 24 questions by using 4-point Likert Scale. The data collection technique was used by comparing SRL of students. The data analysis was conducted by SPSS version 24. The finding of the research showed that SLR and learning independence of elementary school students was on the category medium and has a tcount of 8,516. In addition, the F-test result obtained was 240, 783. Therefore, it can be concluded that there is a significant influence between SRL and the learning independence of elementary school students. The futher reasearch must be based on previous studies. The influence of SRL on student independence and the factors that influence needed to described more comperhensive.

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Czech Validation of the Self-regulation and Self-efficacy Questionnaires for Learning

Cited by 13 publications

References 18 publications

Declared and Real Level of Digital Skills of Future Teaching Staff

Declared and Real Level of Digital Skills of Future Teaching Staff

Vratký triumf: vývoj účasti na neformálním vzdělávání dospělých v České republice v letech 1997 až 2016

The effect of self-regulated learning strategies on the primary school students' independent learning skill

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