Percepcija roditeljskoga ponašanja,školska samoefikasnost i kauzalne atribucije u kontekstu samoregulacije učenja
Perception of Parental Behavior, Academic Self-Efficacy and Causal Attributions in the Context of Self-Regulated Learning

Summary/Abstract: A social cognitive perspective is distinctive in viewing self-regulation as an interaction of personal, behavioral and environmental triadic processes (Zimmerman, 2001). Because of a cyclical nature of this process, it is appropriate to propose that some indirect as well as direct relations between the involved variables exist. Therefore, the aim of present research was to test the assumption that the effects of parental dimensions on student causal attributions of school achievement are mediated by the perception of academic self-efficacy. Applied analysis confirmed the assumption about the mediator role of perception of academic self-efficacy in the relationship between students' perception of parental dimensions and their causal attributions of school achievement. However, the validity of these results is limited to the subsample of successful students only. Specifically, the perception of mothers' parental dimensions was linked with causal dimension of stability, directly and indirectly via academic self-efficacy.

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