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    STUDIA PSYCHOLOGIA-PAEDAGOGIA - Ediţia nr.1 din 2017  

DOI: 10.24193/subbpsyped.2017.1.02

Published Online: 2017-06-30
Published Print: 2017-06-30
pp. 27-46



ABSTRACT: Proaktives Coping, Engagement In Lernen Und Tiefverarbeitung Als Mediatoren Zwischen Autonomen Motivation Und Schulanpassung. Die Studie untersucht die Rolle der autonomen Motivation bei der Vorhersage proaktives Coping, Lernmotivation Strategien, und getesteten Strategien als Vermittler der Beziehung zwischen Bewältigungsstrategie und Anpassung an der Schule. Eine Probe von 183 Gymnasiasten füllte eine Reihe von Fragebögen aus, die Motivation, Coping, Studienstrategien und Wahrnehmungen der Anpassung an der Schule beurteilen. Die Ergebnisse zeigten ein Modell für die Konsequenzen der autonomen Motivation. Analysen, die strukturelle Gleichungsmodellierung verwendeten, zeigten, dass die selbstbestimmte Motivation proaktive Bewältigungsstrategie autonome Zielsetzung mit Selbstregulierung Ziel Erreichung Kognitionen und Verhalten vorhersagt. Darüber hinaus prognostizierten diese Resilienzressourcen eine tiefe Verarbeitung, die Absichten der Studierenden, in der Schulaufgabe, Anstrengung und implizite akademische Anpassung wie Bildungsaspiration, Hausaufgaben und die Absichten der Studenten, im Gymnasium zu bestehen. Die Ergebnisse unterstreichen die Bedeutung der autonomen Motivation und proaktiver Bewältigungsstrategie in der Anpassung an der Schule und suggerieren, dass Interventionen die Konsequenzen dieser Prozesse sinnvoll ansprechen könnten. Die theoretischen und praktischen Konsequenzen sowie die Kontroverse über die Beziehung zwischen Motivation, Coping und Schulanpassung werden diskutiert.

Selbstbestimmungstheorie, autonome Motivation, proaktives Coping, Engagement im Lernen, tiefe Verarbeitung, Schulanpassung.

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