"RIV/70883521:28150/12:43868056" . "160016" . . . . . . "Importance of multicultural competence in relation to components of students\u2019 self-regulated learning"@en . . "P(GPP407/12/P196)" . "Hlad\u00EDk, Jakub" . "Importance of multicultural competence in relation to components of students\u2019 self-regulated learning"@en . "Praha" . . . "Praha" . "RIV/70883521:28150/12:43868056!RIV14-GA0-28150___" . . . "1"^^ . . "self-regulated multicultural learning, multicultural competence, motivation, self-efficacy, attribution, metacognition"@en . . "1"^^ . . . "Posouzen\u00ED v\u00FDznamu multikulturn\u00ED kompetence studenty ve vztahu ke komponent\u016Fm autoregulace u\u010Den\u00ED" . "The study focuses on self-regulation of multicultural learning in relation to importance that students ascribe to multicultural subcompetencies. The research aims were discovering: 1) importance which students give to multicultural subcompetencies; 2) motivation, self efficacy, attribution and metacognition level; 3) correlation among self-regulated learning components; 4) relationships between importance of multicultural subcompetencies and self-regulated learning components. The research was questionnaire method and it contained 29 multicultural subcompetencies divided to three parts: knowledge (n = 9), awareness (n = 11) and skills (n = 10). The questionnaire contented questions related to students\u2019 motivation, self efficacy, attribution and metacognition too. Students give most importance to subcompetencies which belong to awareness. Students give lowest importance to subcompetencies which belong to knowledge. High correlation in relation with multicultural subcompetencies was recorded among motivation, self efficacy, attribution and metacognition. Low level of correlation was recorded between multicultural competencies importance and motivation and self-efficacy."@en . "Kvalita ve vzd\u011Bl\u00E1v\u00E1n\u00ED : XX. v\u00FDro\u010Dn\u00ED konference \u010Cesk\u00E9 asociace pedagogick\u00E9ho v\u00FDzkumu" . . "2012-09-10+02:00"^^ . "Studie je zam\u011B\u0159ena na autoregulaci multikulturn\u00EDho u\u010Den\u00ED vysoko\u0161kolsk\u00FDch student\u016F ve vztahu k vybran\u00FDm multikulturn\u00EDm subkompetenc\u00EDm. C\u00EDlem v\u00FDzkumu bylo zji\u0161t\u011Bn\u00ED: 1) v\u00FDznamu, kter\u00FD studenti p\u0159ikl\u00E1daj\u00ED jednotliv\u00FDm multikulturn\u00EDm subkompetenc\u00EDm; 2) \u00FArovn\u011B motivace, osobn\u00ED zdatnosti, atribuce a metakognice ve vztahu k multikulturn\u00EDm subkompetenc\u00EDm; 3) korelace mezi komponenty autoregulace multikulturn\u00EDho u\u010Den\u00ED; 4) vztah\u016F mezi p\u0159isuzovan\u00FDm v\u00FDznamem multikulturn\u00EDm subkompetenc\u00EDm a komponenty autoregualce multikulturn\u00EDho u\u010Den\u00ED. N\u00E1strojem sb\u011Bru dat byl dotazn\u00EDk, kter\u00FD se skl\u00E1dal z 29 explicitn\u011B vyj\u00E1d\u0159en\u00FDch multikulturn\u00EDch subkompetenc\u00ED rozd\u011Blen\u00FDch do t\u0159\u00ED \u010D\u00E1st\u00ED: znalosti (n = 9), v\u011Bdom\u00ED (n = 11) a dovednosti (n = 10). Dotazn\u00EDk tak\u00E9 obsahoval ot\u00E1zky souvisej\u00EDc\u00ED s motivac\u00ED, osobn\u00ED zdatnost\u00ED, atribuc\u00ED a metakognic\u00ED student\u016F. Nejv\u011Bt\u0161\u00ED v\u00FDznam p\u0159ikl\u00E1daj\u00ED studenti subkompetenc\u00EDm z oblasti v\u011Bdom\u00ED. Nejmen\u0161\u00ED v\u00FDznam maj\u00ED pro studenty subkompetence znalostn\u00ED. Vysok\u00E1 korelace byla v souvislosti s multikulturn\u00EDmi subkompetencemi zaznamen\u00E1na mezi motivac\u00ED, osobn\u00ED zdatnost\u00ED a atribuc\u00ED. N\u00EDzk\u00E1 \u00FArove\u0148 korelace byla zaznamen\u00E1na mezi v\u00FDznamem p\u0159isuzovan\u00FDm multikulturn\u00ED subkompetence a motivac\u00ED a osobn\u00ED zdatnost\u00ED."@cs . "[EB29B624DCC5]" . "Univerzita Karlova v Praze. Pedagogick\u00E1 fakulta" . "Posouzen\u00ED v\u00FDznamu multikulturn\u00ED kompetence studenty ve vztahu ke komponent\u016Fm autoregulace u\u010Den\u00ED"@cs . "978-80-7290-620-8" . "Studie je zam\u011B\u0159ena na autoregulaci multikulturn\u00EDho u\u010Den\u00ED vysoko\u0161kolsk\u00FDch student\u016F ve vztahu k vybran\u00FDm multikulturn\u00EDm subkompetenc\u00EDm. C\u00EDlem v\u00FDzkumu bylo zji\u0161t\u011Bn\u00ED: 1) v\u00FDznamu, kter\u00FD studenti p\u0159ikl\u00E1daj\u00ED jednotliv\u00FDm multikulturn\u00EDm subkompetenc\u00EDm; 2) \u00FArovn\u011B motivace, osobn\u00ED zdatnosti, atribuce a metakognice ve vztahu k multikulturn\u00EDm subkompetenc\u00EDm; 3) korelace mezi komponenty autoregulace multikulturn\u00EDho u\u010Den\u00ED; 4) vztah\u016F mezi p\u0159isuzovan\u00FDm v\u00FDznamem multikulturn\u00EDm subkompetenc\u00EDm a komponenty autoregualce multikulturn\u00EDho u\u010Den\u00ED. N\u00E1strojem sb\u011Bru dat byl dotazn\u00EDk, kter\u00FD se skl\u00E1dal z 29 explicitn\u011B vyj\u00E1d\u0159en\u00FDch multikulturn\u00EDch subkompetenc\u00ED rozd\u011Blen\u00FDch do t\u0159\u00ED \u010D\u00E1st\u00ED: znalosti (n = 9), v\u011Bdom\u00ED (n = 11) a dovednosti (n = 10). Dotazn\u00EDk tak\u00E9 obsahoval ot\u00E1zky souvisej\u00EDc\u00ED s motivac\u00ED, osobn\u00ED zdatnost\u00ED, atribuc\u00ED a metakognic\u00ED student\u016F. Nejv\u011Bt\u0161\u00ED v\u00FDznam p\u0159ikl\u00E1daj\u00ED studenti subkompetenc\u00EDm z oblasti v\u011Bdom\u00ED. Nejmen\u0161\u00ED v\u00FDznam maj\u00ED pro studenty subkompetence znalostn\u00ED. Vysok\u00E1 korelace byla v souvislosti s multikulturn\u00EDmi subkompetencemi zaznamen\u00E1na mezi motivac\u00ED, osobn\u00ED zdatnost\u00ED a atribuc\u00ED. N\u00EDzk\u00E1 \u00FArove\u0148 korelace byla zaznamen\u00E1na mezi v\u00FDznamem p\u0159isuzovan\u00FDm multikulturn\u00ED subkompetence a motivac\u00ED a osobn\u00ED zdatnost\u00ED." . "Posouzen\u00ED v\u00FDznamu multikulturn\u00ED kompetence studenty ve vztahu ke komponent\u016Fm autoregulace u\u010Den\u00ED" . "8"^^ . . . . "28150" . . "Posouzen\u00ED v\u00FDznamu multikulturn\u00ED kompetence studenty ve vztahu ke komponent\u016Fm autoregulace u\u010Den\u00ED"@cs . .