KOMPONENTE SAMOREGULIRANOG UČENJA I ŠKOLSKI USPJEH
SELF-REGULATED LEARNING COMPONENTS AND SCHOOL SUCCESS

Summary/Abstract: The aim of the research was to examine according to which components of self-regulated learning (learning strategies, beliefs on self-efficiency, target orientation and self-esteem) school children varying in school success could be differentiated among. In the research 256 fifth and sixth-grade schoolchildren took part (130 boys and 126 girls), from three Zagreb elementary schools. The results indicated that school children varying in school success also differed amongst themselves in a larger number of variables examined. In conclusion of the paper the authors discuss that understanding the strategies used by school children who have developed self-regulated learning, as well as understanding their motivation and the nature of development of these abilities, can also help teach less motivated school children how to improve their learning.

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