20.500.12556/RUL-106154 The self-regulated learning of younger adolescents with and without learning difficulties a comparative multiple case study Učna samoregulacija mlajših mladostnikov z učnimi težavami in brez njih Well-developed self-regulated learning is the key to enabling learners to achieve both their educational goals and wider personal development. However, this can be especially challenging for adolescents with learning difficulties, because of the neuropsychological and neurophysiological characteristics of such individuals, as well as the significant disparities they tend to experience between the effort put into learning on the one hand, and the resulting learning achievements on the other. In the current comparative multiple case study, we researched the self-regulated learning of three younger adolescents with learning difficulties and that of one younger adolescent without learning difficulties. The data were subjected to triangulation methods and qualitative analysis, with the results showing that the younger adolescents with learning difficulties mainly used cognitive rehearsal strategies, while the organisational and elaboration strategies were used only with the aid of the available social resources. The results also show that metacognitive strategies with regard to planning, assessment, and self-regulation were not yet fully developed in the participants with learning difficulties. Two of the three younger adolescents with learning difficulties show several signs of defensive pessimism and learned helplessness. All the adolescents participating in this case study received support and help in their home environments and developed suitable self-encouragement and self-rewarding strategies through perceptions of their own success in their free-time activities. The participating teachers did not fully identify the strong areas and performance factors in the younger adolescents, both with and without learning difficulties. The results obtained from this case study might contribute to developing more efficient special-educational intervention approaches. Dobro razvita učna samoregulacija je ključna za doseganje izobrazbenih ciljev in osebni napredek učencev. Ta je pri mladostnikih z učnimi težavami zaradi nevropsiholoških in nevrofizioloških vzrokov ter zaradi pomembnih razlik med vlaganjem truda v učenje ter učnimi dosežki pogosto težje dosegljiva. V primerjalni multipli študiji primera smo raziskali učno samoregulacijo pri treh mlajših mladostnikih z učnimi težavami in pri enem mlajšem mladostniku brez učnih težav. Kvalitativna analiza na osnovi triangulacije metod in virov podatkov je pokazala, da mladostniki z učnimi težavami pri svojem učenju uporabljajo pretežno kognitivne strategije ponavljanja, organizacijske in elaboracijske strategije pa le s pomočjo uporabe socialnih virov. Metakognitivnih strategij načrtovanja, spremljanja in uravnavanja lastnega učenja še niso povsem razvili. Dva mladostnika z učnimi težavami sta kazala več znakov defenzivnega pesimizma in naučene nemoči. Mladostniki, udeleženi v raziskavi, so imeli podporo in pomoč domačega okolja; prek zaznave lastne uspešnosti so v okviru interesnih dejavnosti razvili ustrezne motivacijske strategije samopotrjevanja, samospodbujanja in samonagrajevanja. Sodelujoči učitelji niso povsem zaznavali močnih področij in dejavnikov uspešnosti mladostnikov z učnimi težavami ter brez njih. Pridobljeni raziskovalni izsledki lahko prispevajo k oblikovanju učinkovitejših specialnopedagoških intervencijskih pristopov. self-regulated learning younger adolescents with learning difficulties comparative multiple case study učenci s posebnimi potrebami učne težave učna samoregulacija učenje pedagoška psihologija samoregulacija true false true Angleški jezik Slovenski jezik Podatek o licenci CC BY 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 5. 9. 2025) Članek v reviji 2019-02-02 03:28:08 2019-03-27 09:00:55 2025-09-05 12:49:44 0000-00-00 00:00:00 2018 0 0 Str. 9-28 no. 4 Vol. 8 2018 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376-056.47:37.015.3 1855-9719 10.26529/cepsj.42 12047177 Jurisevic_Self_regulated.pdf Jurisevic_Self_regulated.pdf 1 7D7B144E5C10E6ACE13D5F9BEBAF47F2 693195d0a545105cd60b69dbafc770fa0ed6409a3ee697455c96f337a8e40255 7016bc0e-1ab2-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=206549 https://www.cepsj.si/index.php/cepsj/article/view/42 0 1dfe5d5b-8a45-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=215846 Pedagoška fakulteta CEPS journal 0 0 0