# Teacher encouragement of self-regulated learning and school success of students - mediation effects of proactive learning strategies and moderation effect of student's gender

<table border="0" id="bkmrk-autori" style="border-collapse: collapse; width: 100%; height: 233.6875px;"><tbody><tr style="height: 108.375px;"><td style="width: 100%; height: 108.375px;">##### **[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)**

</td></tr><tr style="height: 96.3125px;"><td style="width: 100%; height: 96.3125px;">##### **Slavica Šimić Šašić**


*University of Zadar*

</td></tr><tr style="height: 29px;"><td style="width: 100%; height: 29px;">*ssimic@unizd.hr*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="border-collapse: collapse; width: 100%;"><tbody><tr><td style="width: 33.29089506172839%;">**Education for personal and professional development**

</td><td class="align-center" style="width: 33.292824074074076%;">**Number of the paper: 44**</td><td style="width: 33.292824074074076%;"> </td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="border-collapse: collapse; width: 100%; height: 507.3px;"><tbody><tr style="height: 29.6px;"><td style="width: 99.8765%; height: 29.6px;">**<span lang="SK">Abstract</span>**

</td></tr><tr style="height: 401.7px;"><td style="height: 401.7px;"><span lang="SK">Self-regulated learning (SRU) has a key impact on academic achievement and learning effectiveness. Teaching students how to self-regulate their learning and engaging in work in a stimulating environment improves their performance. The authors believe that self-regulated learning has a mediating influence in the relationship between teaching and school success. We also know gender differences in self-regulation of learning. Therefore, the aim of this research was to examine the relationship between teachers' encouragement of self-regulated learning and school success of students, and to examine the mediating role of proactive self-regulation strategies in this relationship, as well as the moderating role of gender in the relationship between self-regulation of learning and school success. The research was conducted on a sample of 2154 primary and secondary school students, who assessed the teacher's encouragement of SRU and their self-regulatory strategies during class and school performance.</span>

<span lang="SK">The paper analyzes the relationships between encouraging SRU and school success, as well as the mediating effects of proactive self-regulation strategies and the moderating effect of gender.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.8765%; height: 29.6px;">***<span lang="SK">Key words</span>***

</td></tr><tr style="height: 46.4px;"><td style="width: 99.8765%; height: 46.4px;">*<span lang="SK"><span lang="SK"><span lang="SK"><span lang="SK">mediation; moderation; teacher encouragement of SRU; proactive self-regulation strategies; gender; school achievement</span></span></span></span>*

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<table border="0" id="bkmrk-ime-i-prezime%C2%A0-sveu%C4%8D" style="border-collapse: collapse; width: 100%; height: 127.838px;"><tbody><tr style="height: 98.2375px;"><td style="width: 99.9762%; height: 96.3125px;">##### **Slavica Šimić Šašić**


*University of Zadar*

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9762%; height: 29px;">*ssimic@unizd.hr*

</td></tr></tbody></table>

<table border="0" id="bkmrk-pedagogija%2C-didaktik" style="border-collapse: collapse; width: 100%;"><tbody><tr><td style="width: 33.3651%;">**Odgoj i obrazovanje za osobni i profesionalni razvoj**

</td><td class="align-center" style="width: 33.3651%;">**Broj rada: 44**</td><td style="width: 33.3651%;"> </td></tr></tbody></table>

<table border="0" id="bkmrk-sa%C5%BEetak-lorem-ipsum-" style="border-collapse: collapse; width: 100%; height: 456.8px;"><tbody><tr style="height: 29.6px;"><td style="width: 99.8765%; height: 29.6px;">**<span lang="SK">Sažetak </span>**

</td></tr><tr style="height: 365.6px;"><td style="height: 365.6px;"><span lang="SK">Samoregulirano učenje (SRU) ima ključni utjecaj na akademsko postignuće i učinkovitost učenja. Poučavanje učenika kako da sami reguliraju svoje učenje te uključenost u rad u poticajnom okružju poboljšava njihov učinak. Autori smatraju da samoregulirano učenje ima medijacijski utjecaj u odnosu između poučavanja i školskoga uspjeha. Također su nam poznate spolne razlike u samoregulaciji učenja. Stoga je cilj ovoga istraživanja bio ispitati odnos između nastavničkoga poticanja samoreguliranoga učenja i školskoga uspjeha učenika te ispitati medijacijsku ulogu proaktivnih strategija samoregulacije u tom odnosu, kao i moderacijsku spola u odnosu između samoregulacije učenja i školskoga uspjeha. Istraživanje je provedeno na uzorku od 2154 učenika osnovnih i srednjih škola, koji su procijenili nastavničko poticanje SRU i svoje samoreglacijske strategije tijekom nastave i školski uspjeh.</span>

<span lang="SK">U radu se analiziraju odnosi između poticanje SRU i školskoga uspjeha kao i medijacijski efekti proaktivnih strategija samoregulacije te moderacijski efekt spola.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.8765%; height: 29.6px;">***<span lang="SK">Ključne riječi</span>***

</td></tr><tr style="height: 32px;"><td style="width: 99.8765%; height: 32px;">*<span lang="SK"><span lang="SK"><span lang="SK"><span lang="SK">medijacija; moderacija; nastavničko poticanje SRU; proaktivne strategije samoregulacije; spol; školski uspjeh </span></span></span></span>*

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