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
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2018-1-5
Stable URL (handle): https://hdl.handle.net/11222.digilib/137841
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.
References
[1] Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbino, M., & Pastorelli, C. (2003). Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning. Child development, 74(3), 769–782. | DOI 10.1111/1467-8624.00567
[2] Bandy, T., & Moore, K. A. (2010). Assessing self-regulation: A guide for out-of-school time program practitioners. Washington: Child Trends. Dostupné z: http://www.childtrends.org/Files/Child_Trends2010_10_05_RB_AssesSelfReg.pdf
[3] Baumeister, R. F., DeWall, C. N., Ciarocco, N. J., & Twenge, J. M. (2005). Social exclusion impairs self-regulation. Journal of Personality and Social Psychology, 88(4), 589–604. | DOI 10.1037/0022-3514.88.4.589
[4] Baumeister, R. F., & Heatherton, T. F. (2009). Self-regulation failure: An overview. Psychological inquiry, 7(1), 1–15. | DOI 10.1207/s15327965pli0701_1
[5] Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. | DOI 10.1037/0033-2909.117.3.497
[6] Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899–911. | DOI 10.1017/S0954579408000436
[7] Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. | DOI 10.1111/j.1467-8624.2007.01019.x
[8] Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contributions of "hot" and "cool" executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24(3), 337–349. | DOI 10.1016/j.ecresq.2009.06.001
[9] Carey, M. P., Carey, K. B., Carnrike, C. L. M., & Meisler, A. W. (1990). Learned resource fulness, drinking, and smoking in young adults. Journal of Psychology, 124(4), 391–395. | DOI 10.1080/00223980.1990.10543233
[10] Eerde, V. W. (2000). Procrastination: Self-regulation in initiating aversive goals. Applied Psychology: An International Review, 49(3), 372–389. | DOI 10.1111/1464-0597.00021
[11] Eisenberg, N., Sadovsky, A., Spinrad, T. L., Fabes, R. A., Losoya, S. H., Valiente, C., Reiser, M., Cumberland, A., & Shepard, S. A. (2005). The relations of problem behavior status to children's negative emotionality, effortful control, and impulsivity: Concurrent relations and prediction of change. Developmental Psychology, 41(1), 193–211. | DOI 10.1037/0012-1649.41.1.193
[12] Finkenauer, C., Engels, R. C. M. E., & Baumeister, R. F. (2005). Parenting behavior and adolescent behavioural and emotional problems: The role of self-control. International Journal of Behavioral Development, 29(1), 58–69. | DOI 10.1080/01650250444000333
[13] Gardner, T. W., Dishion, T. J., & Connell, A. M. (2008). Adolescent self-regulation as resilience: Resistance to antisocial behavior within the deviant peer context. Journal of Abnormal Child Psychology, 36(2), 273–284. | DOI 10.1007/s10802-007-9176-6
[14] Hayden, C. (2007). Children in trouble. The role of families, schools and communities. Houndmills: Palgrave Macmillan.
[15] Chassin, L., & DeLucia, C. (1996). Drinking during adolescence. Alcohol Health and Research World, 20(3), 175–180.
[16] Chráska, M. (2010). Metody pedagogického výzkumu. Praha: Grada.
[17] Kroutilová Nováková, R., & Vávrová, S. (2015). Self-regulation of behaviour in the context of peer pressure and risk behaviour. Procedia – Social and Behavioral Sciences, 171, 158–165.
[18] Lane, S. D., & Cherek, D. R. (2001). Risk taking by adolescents with maladaptive behaviour histories. Experimental and Clinical Psychopharmacology, 9(1), 74–82. | DOI 10.1037/1064-1297.9.1.74
[19] Leary, M. R., & Kelly, K. M. (2009). Belonging motivation. In M. R. Leary & R. H. Hoyle (Eds.), Handbook of individual differences in social behavior (s. 400–409). New York: Guilford Press.
[20] Leets, L., & Wolf, S. (2005). Adolescent rules for social exclusion: When is it fair to exclude someone else? Journal of Moral Education, 34(3), 343–362. | DOI 10.1080/03057240500211618
[21] Lengua, L. J. (2002). The contribution of emotionality and self-regulation to the understanding of children's response to multiple risk. Child development, 73(1), 144–161. | DOI 10.1111/1467-8624.00397
[22] Moore, S. M., Gullone, E., & Kostanski, M. (1997). An examination of adolescent risk-taking using a story completion task. Journal of Adolescence, 20(4), 369–379. | DOI 10.1006/jado.1997.0093
[23] Motiea, H., Heidaria, M., & Sadeghic, M. A. (2012). Predicting academic procrastination during self-regulated learning in Iranian first grade high school students. Procedia – Social and Behavioural Sciences, 69, 2299–2308. | DOI 10.1016/j.sbspro.2013.02.023
[24] Murray, D. W., & Rosanbalm, K. (2017). Promoting self-regulation in adolescents and young adults: A practice brief. OPRE Report #2015-82. Washington: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
[25] Navrátil, S., & Mattioli, J. (2011). Problémové chování dětí a mládeže. Praha: Portál.
[26] Neuville, S., Frenay, M., & Bourgeois, E. (2007). Task value, self-efficacy and goal orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica, 47(1), 95–117. | DOI 10.5334/pb-47-1-95
[27] Obradović, J. (2010). Effortful control and adaptive functioning of homeless children: Variable and person focused analyses. Journal of Applied Developmental Psychology, 31(2), 109–117. | DOI 10.1016/j.appdev.2009.09.004
[28] Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational research, 31(6), 459–470. | DOI 10.1016/S0883-0355(99)00015-4
[29] Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. | DOI 10.1037/0022-0663.92.3.544
[30] Raffaelli, M., Crockett, L. J., & Shen, Y. L. (2005). Developmental stability and change in self-regulation from childhood to adolescence. The Journal of Genetic Psychology, 166(1), 54–76. | DOI 10.3200/GNTP.166.1.54-76
[31] Raver, C. C. (2002). Emotions matter: Making the case for the role of young children's emotional development for early school readiness. SRCD Social Policy Report, 16(3), 3–19.
[32] Rothbart, M. K., & Posner, M. I. (2005). Genes and experience in the development of executive attention and effortful control. New Directions for Child and Adolescent Development, 2005(109), 101–108. | DOI 10.1002/cd.142
[33] Senécal, C., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135(5), 607–619. | DOI 10.1080/00224545.1995.9712234
[34] Stenseng, F., Belsky, J., Skalicka, V., Wichstrøm, L. (2014). Social exclusion predicts impaired self-regulation: A 2-year longitudinal panel study including the transition from preschool to school. Journal of Personality, 83(2), 212–220. | DOI 10.1111/jopy.12096
[35] Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–322. | DOI 10.1111/j.0022-3506.2004.00263.x
[36] Trentacosta, C. J., & Shaw, D. S. (2009). Emotion self-regulation, peer rejection, and antisocial behavior: Developmental associations from early childhood to early adolescence. Journal of Applied Developmental Psychology, 30(3), 356–635. | DOI 10.1016/j.appdev.2008.12.016
[37] Vávrová, S., Hrbáčková, K., & Hladík, J. (2015). Porozumění procesu autoregulace u dětí a mladistvých v institucionální péči. Zlín: Univerzita Tomáše Bati ve Zlíně.
[38] Williams, K. D., & Zadro, L. (2005). Ostracism: The indiscriminate early detection systém. In K. D. Williams, J. P. Forgas, & W. von Hippel (Eds.), The Social outcast: Ostracism, social exclusion, rejection, and bullying (s. 19–34). Sydney Symposium of Social Psychology series. New York: Psychology Press.
[39] Wills, T. A., Sandy, J. M., & Yaeger, A. M. (2002). Moderators of the relation between substance use level and problems: Test of a self-regulation model in middle adolescence. Journal of Abnormal Psychology, 111(1), 3–21. | DOI 10.1037/0021-843X.111.1.3
[40] Wolters, C., Yu, S., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211–238. | DOI 10.1016/S1041-6080(96)90015-1
[41] Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement. Hillsdale: Lawrence Erlbaum.
[42] Zolkoski, S. M., & Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34(12), 2295–2303. | DOI 10.1016/j.childyouth.2012.08.009
[2] Bandy, T., & Moore, K. A. (2010). Assessing self-regulation: A guide for out-of-school time program practitioners. Washington: Child Trends. Dostupné z: http://www.childtrends.org/Files/Child_Trends2010_10_05_RB_AssesSelfReg.pdf
[3] Baumeister, R. F., DeWall, C. N., Ciarocco, N. J., & Twenge, J. M. (2005). Social exclusion impairs self-regulation. Journal of Personality and Social Psychology, 88(4), 589–604. | DOI 10.1037/0022-3514.88.4.589
[4] Baumeister, R. F., & Heatherton, T. F. (2009). Self-regulation failure: An overview. Psychological inquiry, 7(1), 1–15. | DOI 10.1207/s15327965pli0701_1
[5] Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. | DOI 10.1037/0033-2909.117.3.497
[6] Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899–911. | DOI 10.1017/S0954579408000436
[7] Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. | DOI 10.1111/j.1467-8624.2007.01019.x
[8] Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contributions of "hot" and "cool" executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24(3), 337–349. | DOI 10.1016/j.ecresq.2009.06.001
[9] Carey, M. P., Carey, K. B., Carnrike, C. L. M., & Meisler, A. W. (1990). Learned resource fulness, drinking, and smoking in young adults. Journal of Psychology, 124(4), 391–395. | DOI 10.1080/00223980.1990.10543233
[10] Eerde, V. W. (2000). Procrastination: Self-regulation in initiating aversive goals. Applied Psychology: An International Review, 49(3), 372–389. | DOI 10.1111/1464-0597.00021
[11] Eisenberg, N., Sadovsky, A., Spinrad, T. L., Fabes, R. A., Losoya, S. H., Valiente, C., Reiser, M., Cumberland, A., & Shepard, S. A. (2005). The relations of problem behavior status to children's negative emotionality, effortful control, and impulsivity: Concurrent relations and prediction of change. Developmental Psychology, 41(1), 193–211. | DOI 10.1037/0012-1649.41.1.193
[12] Finkenauer, C., Engels, R. C. M. E., & Baumeister, R. F. (2005). Parenting behavior and adolescent behavioural and emotional problems: The role of self-control. International Journal of Behavioral Development, 29(1), 58–69. | DOI 10.1080/01650250444000333
[13] Gardner, T. W., Dishion, T. J., & Connell, A. M. (2008). Adolescent self-regulation as resilience: Resistance to antisocial behavior within the deviant peer context. Journal of Abnormal Child Psychology, 36(2), 273–284. | DOI 10.1007/s10802-007-9176-6
[14] Hayden, C. (2007). Children in trouble. The role of families, schools and communities. Houndmills: Palgrave Macmillan.
[15] Chassin, L., & DeLucia, C. (1996). Drinking during adolescence. Alcohol Health and Research World, 20(3), 175–180.
[16] Chráska, M. (2010). Metody pedagogického výzkumu. Praha: Grada.
[17] Kroutilová Nováková, R., & Vávrová, S. (2015). Self-regulation of behaviour in the context of peer pressure and risk behaviour. Procedia – Social and Behavioral Sciences, 171, 158–165.
[18] Lane, S. D., & Cherek, D. R. (2001). Risk taking by adolescents with maladaptive behaviour histories. Experimental and Clinical Psychopharmacology, 9(1), 74–82. | DOI 10.1037/1064-1297.9.1.74
[19] Leary, M. R., & Kelly, K. M. (2009). Belonging motivation. In M. R. Leary & R. H. Hoyle (Eds.), Handbook of individual differences in social behavior (s. 400–409). New York: Guilford Press.
[20] Leets, L., & Wolf, S. (2005). Adolescent rules for social exclusion: When is it fair to exclude someone else? Journal of Moral Education, 34(3), 343–362. | DOI 10.1080/03057240500211618
[21] Lengua, L. J. (2002). The contribution of emotionality and self-regulation to the understanding of children's response to multiple risk. Child development, 73(1), 144–161. | DOI 10.1111/1467-8624.00397
[22] Moore, S. M., Gullone, E., & Kostanski, M. (1997). An examination of adolescent risk-taking using a story completion task. Journal of Adolescence, 20(4), 369–379. | DOI 10.1006/jado.1997.0093
[23] Motiea, H., Heidaria, M., & Sadeghic, M. A. (2012). Predicting academic procrastination during self-regulated learning in Iranian first grade high school students. Procedia – Social and Behavioural Sciences, 69, 2299–2308. | DOI 10.1016/j.sbspro.2013.02.023
[24] Murray, D. W., & Rosanbalm, K. (2017). Promoting self-regulation in adolescents and young adults: A practice brief. OPRE Report #2015-82. Washington: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
[25] Navrátil, S., & Mattioli, J. (2011). Problémové chování dětí a mládeže. Praha: Portál.
[26] Neuville, S., Frenay, M., & Bourgeois, E. (2007). Task value, self-efficacy and goal orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica, 47(1), 95–117. | DOI 10.5334/pb-47-1-95
[27] Obradović, J. (2010). Effortful control and adaptive functioning of homeless children: Variable and person focused analyses. Journal of Applied Developmental Psychology, 31(2), 109–117. | DOI 10.1016/j.appdev.2009.09.004
[28] Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational research, 31(6), 459–470. | DOI 10.1016/S0883-0355(99)00015-4
[29] Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. | DOI 10.1037/0022-0663.92.3.544
[30] Raffaelli, M., Crockett, L. J., & Shen, Y. L. (2005). Developmental stability and change in self-regulation from childhood to adolescence. The Journal of Genetic Psychology, 166(1), 54–76. | DOI 10.3200/GNTP.166.1.54-76
[31] Raver, C. C. (2002). Emotions matter: Making the case for the role of young children's emotional development for early school readiness. SRCD Social Policy Report, 16(3), 3–19.
[32] Rothbart, M. K., & Posner, M. I. (2005). Genes and experience in the development of executive attention and effortful control. New Directions for Child and Adolescent Development, 2005(109), 101–108. | DOI 10.1002/cd.142
[33] Senécal, C., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135(5), 607–619. | DOI 10.1080/00224545.1995.9712234
[34] Stenseng, F., Belsky, J., Skalicka, V., Wichstrøm, L. (2014). Social exclusion predicts impaired self-regulation: A 2-year longitudinal panel study including the transition from preschool to school. Journal of Personality, 83(2), 212–220. | DOI 10.1111/jopy.12096
[35] Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–322. | DOI 10.1111/j.0022-3506.2004.00263.x
[36] Trentacosta, C. J., & Shaw, D. S. (2009). Emotion self-regulation, peer rejection, and antisocial behavior: Developmental associations from early childhood to early adolescence. Journal of Applied Developmental Psychology, 30(3), 356–635. | DOI 10.1016/j.appdev.2008.12.016
[37] Vávrová, S., Hrbáčková, K., & Hladík, J. (2015). Porozumění procesu autoregulace u dětí a mladistvých v institucionální péči. Zlín: Univerzita Tomáše Bati ve Zlíně.
[38] Williams, K. D., & Zadro, L. (2005). Ostracism: The indiscriminate early detection systém. In K. D. Williams, J. P. Forgas, & W. von Hippel (Eds.), The Social outcast: Ostracism, social exclusion, rejection, and bullying (s. 19–34). Sydney Symposium of Social Psychology series. New York: Psychology Press.
[39] Wills, T. A., Sandy, J. M., & Yaeger, A. M. (2002). Moderators of the relation between substance use level and problems: Test of a self-regulation model in middle adolescence. Journal of Abnormal Psychology, 111(1), 3–21. | DOI 10.1037/0021-843X.111.1.3
[40] Wolters, C., Yu, S., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211–238. | DOI 10.1016/S1041-6080(96)90015-1
[41] Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement. Hillsdale: Lawrence Erlbaum.
[42] Zolkoski, S. M., & Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34(12), 2295–2303. | DOI 10.1016/j.childyouth.2012.08.009