Motivation and self-regulation of learning in homeschooled students

Stránka jednoduchej položky
dc.contributor.authorRochovská, Ivana
dc.date.accessioned2025-10-31T09:51:40Z
dc.date.available2025-10-31T09:51:40Z
dc.date.issued2024
dc.descriptionIn: Problems of education in the 21st century. Šiauliai : Scientia Socialis, 2024. ISSN 1822-7864. Vol. 82, no. 5 (2024), pp. 723-736.
dc.description.abstractIn the context of education, motivation and self-regulation of learning are dominant issues. The degree of intrinsic and extrinsic motivation to learn is related to students’ academic achievement and literacy development. This study aimed to research the regulatory styles and motivation to learn among homeschooled students, with a particular focus on those who practice unschooling, a form of self-directed learning. A quantitative research strategy was employed, and data were collected using the standardised SQR-Academic questionnaire adapted for the homeschooling context. The questionnaire was completed by 143 homeschooled children (4th to 9th grade), of whom 10.88% reported engaging in unschooling or self-directed learning. The results indicated that identified regulation was prevalent among homeschooled students, who tended to exhibit intrinsic rather than extrinsic motivation. This contrasts with full-time attending students, who generally display a more external regulation style. Among unschoolers, identified regulation was equally prevalent, but the Relative Autonomy Index (RAI) values were higher, indicating a stronger inclination towards intrinsic motivation. Despite these differences in RAI between unschoolers and other homeschoolers, the differences were not statistically significant. The findings are consistent with relevant research from other countries. Future research should explore the factors that influence the degree of intrinsic and extrinsic motivation in homeschooled students.
dc.description.sponsorshipVEGA 1/0486/24 Výskum potenciálu učiteľov a analýza kurikulárnych dokumentov z aspektu integrácie vzdelávacích obsahov primárneho vzdelávania VEGA 1/0550/22 Súčasný stav, trendy a problémy v technickom vzdelávaní na nižšom a vyššom sekundárnom stupni školy v kontexte dištančného vzdelávania
dc.identifier.doihttps://doi.org/10.33225/pec/24.82.723
dc.identifier.issn1822-7864
dc.identifier.issn2538-7111
dc.identifier.urihttps://repo.umb.sk/handle/123456789/916
dc.language.isoen
dc.publisherScientia Socialis : Šiauliai
dc.rightsCC BY-NC Creative Commons Attribution-NonCommercial 4.0 International
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectdomáce vzdelávanie
dc.subjecthome schooling
dc.subjectnižšie sekundárne vzdelávanie
dc.subjectnižšie stredné vzdelávanie
dc.subjectlower secondary education
dc.subjectžiaci základných škôl
dc.subjectžiaci ZŠ
dc.subjectelementary school learners
dc.subjectelementary school students
dc.subjectelementary school pupils
dc.subjectvnútorná motivácia
dc.subjectintrinsic motivation
dc.titleMotivation and self-regulation of learning in homeschooled students
dc.typeArticle
dc.typeinfo:eu-repo/semantics/article

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