The role of students’ interests in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions |
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| Authors: | Izabela Sori? Marko Palek?i? |
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| Institution: | (1) Department of Psychology, Creighton University, Omaha, Nebraska, (402) 280-2146. |
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| Abstract: | The purpose of this research was to examine the relationship between students’ interests, their use of certain specific learning
strategies and causal attributions which they made for their academic achievement. In this manner, we attempted to explore
the relationships between some important variables from three different, but connected phases of self-regulated learning:
the forethought phase (interests), the performance control phase (learning strategies) and the self-reflective phase (causal
attributions).
Results confirmed the presumption that learning strategies could be a potential mediator in the relationship between students’
interests and their academic achievement. Also, results indicate that the causal dimension of controllability could have a
partial mediating role between students’ academic achievement and their interests. Generally, our findings indicate a dynamic
and cyclical nature of learning process — interest is an integral part of this process and it could be conceptualized as both
a consequence and an antecedent of cognitive aspects of learning. |
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