Seberegulace v kontextu vynořující se dospělosti
| Title in English | Self-regulation in the context of emerging adulthood |
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| Authors | |
| Year of publication | 2015 |
| Type | Conference abstract |
| MU Faculty or unit | |
| Citation | |
| Description | School and friends are the two most important areas in the life of university students. Ability to make and keep satisfactory social relationships and adequately deal with the demands of school are important parts of self-regulation. Along with the perceived parenting style, different aspects of self-concept and coping strategies, we examined self-regulation among 589 university students (437 women, average age 21.9 years, 65% of humanities), who completed the online questionnaire: Rosenberg Self-Esteem Scale (RSES), Social and Academic Self-Regulation Questionnaires (Social / Academic SOC Questionnaire), Generalized Self-Efficacy Scale (GSES), Coping Strategies Inventory (CSI) and Perception of Parents Scale (POPS). In social self-regulation, we found gender differences (women scored higher), and differences according to specialization of study where humanities students had higher levels compared to science-oriented students. No differences were found in the area of academic self-regulation. Using path analysis we tested models of self-regulation in relations with other variables: both types of self-regulation were predicted especially by perceived parenting style of mother and by self-efficacy. Self-regulation itself was a significant predictor of coping strategies. In addition, social self-regulation significantly predicted level of self-esteem. |