期刊名称：Drustvena istrazivanja. Journal for General Social Issues
印刷版ISSN：1330-0288
出版年度：2006
卷号：15
期号：4-5 (84-85)
页码：773-797
出版社：Institute of Social Sciences IVO PILAR
摘要：A social cognitive perspective is distinctive in viewing self-regulation as an interaction of personal, behavioral and environmental triadic processes (Zimmerman, 2001). Because of a cyclical nature of this process, it is appropriate to propose that some indirect as well as direct relations between the involved variables exist. Therefore, the aim of present research was to test the assumption that the effects of parental dimensions on student's causal attributions of school achievement are mediated by the perception of academic self-efficacy. Applied analysis confirmed the assumption about the mediator role of perception of academic self-efficacy in the relationship between students' perception of parental dimensions and their causal attributions of school achievement. However, the validity of these results is limited to the subsample of successful students only. Specifically, the perception of mothers' parental dimensions was linked with causal dimension of stability, directly and indirectly via academic self-efficacy.
关键词：self-regulated learning; perception of parental behavior; academic self-efficacy; causal attributions
