| Abstract [eng] |
The relationship between adolescent self-regulated learning, perceived parental autonomy support, and parental self-differentiation. A. Gurina. Vilnius. Vilnius University, 2022. Little is known in Lithuania about self-regulated learning for adolescents, but in the West and Asia it is a widely studied and applied phenomenon associated with the highest learning achievements without assessing intelligence (Zimmerman, 2000; Steinbach & Stoeger, 2015; Lee & Shin, 2021). The educational reforms in Lithuania are prepared and includes aspects of self regulated learning, but their implementation is drag on (Lithuanian Government Report, 2019; Education Portal, 2021). At that time, the family of the child could pursue the development of the child!s self-regulated learning. The paper examines the phenomenon of self-regulated learning, applying the theory of self-regulated learning (Zimmerman, 2002), understands the concept of perceived parental autonomy support as conveyed by self-determination theory and parental selfdifferentiation as defined by Bowen's (1978) systems theory. The aim of the research: to evaluate the relationships between adolescent self - regulated learning and perceived parental autonomy support in childhood, and parental self - differentiation. The study involved 283 conveniently selected respondents: 151 students - adolescents aged 12-18 (107 girls and 44 boys) and 132 parents of these adolescents (110 mothers and 20 fathers). Evaluation measures for self-regulated learning, perceived parental autonomy support, and self-differentiation were used. Results: self-regulated learning has significant relationships with perceived parental autonomy and control support in childhood, scores at school, the help seeking on an incomprehensible topic, and parental fusion with others (one of the aspects of self-differentiation). Age and gender of adolescent were not important aspects of self-regulated learning. Self-regulated learning can be predicted by perceived parental autonomy support and scores at school. Parental self-differentiation does not moderate the relationship between perceived parental autonomy support and self-regulated learning. Adolescents, girls and boys do not differ in self-regulated learning, perceived parental autonomy and control support, the help seeking on an incomprehensible topic and scores at school. Parents, fathers and mothers do not differ in self-differentiation. Therefore, the adolescents with high level of selfregulated learning strongly perceived parental autonomy support and poorly perceived parental control in childhood, they had the highest scores at school and rarely sought help on an incomprehensible topic. Parental self-differentiation had no significant relationships with adolescent self-regulated learning. The paper confirmed the importance of perceived parental autonomy support for self-directed learning. |
