摘要：The present research is focused on the development of different fields of self-regulation during adolescence and early adulthood.The study included participants from the following age groups: the pupils in the final classes of the primary school,aged 14–15 years,the youngsters in the secondary school (grammar school),aged 17–18 years,and the students,aged 22–23 years.To gain information on cognitive,metacognitive and motivational self-regulation of learning,we applied the Motivated Strategies for Learning Questionnaire (MSLQ;Pintrich,1991).We also measured the metacognitive accuracy at problem solving,which should indicate the actual ability of metacognitive self-regulation.The results showed the following differences between the age groups: the perceived ability of self-regulation decreased within the high school period compared to the primary school group,and increased again into study years.The described tendency was not obtained with respect to metacognitive accuracy.Results showed an increase in the metacognitive accuracy throughout the entire age-span studied.There are also interesting differences between the sexes.The differences in the perceived ability of self-regulation between boys and girls were distinctive within the early adolescence period,diminished during the growing age,and disappeared almost completely in the period of late adolescence/early adulthood.The reason for this could most probably be the different tempo of self-regulation development between boys and girls.
其他摘要：V pričujoči raziskavi smo želeli preučiti razvoj različnih področij samoregulacije v obdobju mladostništva in zgodnje odraslosti.Študija je vključevala učence v zaključnih razredih osnovne šole,stare 14–15 let,gimnazijce,stare 17–18 let,in študente,stare 22–23 let.Za pridobivanje informacij o kognitivni,metakognitivni in motivacijski samoregulaciji pri učenju smo uporabili Vprašalnik metakognitivnih,kognitivnih in motivacijskih strategij (Motivated Strategies for Learning Questionnaire MSLQ;Pintrich,1991).Merili smo tudi metakognitivno točnost ob reševanju problemov.Le-ta naj bi nakazovala dejansko zmožnost metakognitivne samoregulacije.Rezultati so med starostnimi skupinami pokazali naslednje razlike: zaznana sposobnost samoregulacije je glede na skupino osnovnošolcev v obdobju srednjega šolanja upadla in nato zopet narasla v obdobju študija.Omenjena tendenca se ni pokazala v meritvi metakognitivne točnosti,pri kateri smo beležili izboljšanje skozi celotno raziskovano obdobje.Pokazale so se tudi zanimive razvojne razlike med spoloma: razlike v zaznani zmožnosti samoregulacije med fanti in dekleti so bile veliko večje v obdobju zgodnjega mladostništva (osnovnošolci),nato so se z naraščajočo starostjo zmanjšale (skupina srednješolcev) in v obdobju poznega mladostništva oziroma zgodnje odraslosti (skupina študentov) so razlike praktično izginile.Razlog za to lahko najverjetneje iščemo v različni hitrosti razvoja samoregulacije med fanti in dekleti.
