Relationship among the Verbal Competence, Self-Regulated Learning Strategies, and Professional Interests
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Abstract
Problem Statement: The starting point is an empirical observation that students who have clear-cut professional interests also have higher self-regulated learning strategies and study achievement. Purpose of Study: The aim of the study was to examine relationship existing between self-regulatory learning strategies and professional interests of students and find out whether the use of regulatory learning strategies depends on the level of verbal competence and professional interests. Methods: One hundred and twenty high school (17-19 year old) and university students (20-24 year old), 50 % were female, completed Graduate and Managerial Assessment (Blinkhorn, 1985), Metacognitive Awareness Questionnaire (Schraw & Dennison, 1994) and Interests Questionnaire (Guide to the World of Professions) to assess their verbal competence, self-regulated learning strategies and professional interests. Correlation analysis and regression analysis were used to reveal the relationship among studied variables. Findings and Results: Correlation analysis proved significant correlations among the level of verbal competence and regulation of learning, as well as the professional interests focused on organizational and managerial activities, and scientific interests. Metacognitive knowledge is significantly associated with scientific interest with information and helping people activities. Regulation of metacognitions is positively linked to interests in organizational and managerial activities and helping people activities. As predictors of self-regulated learning strategies were confirmed the level of verbal competence, professional interests focused on organizational and managerial activities, scientific interests, and helping people activities. Conclusions and Recommendations: Study revealed important association among verbal competence, self-regulated learning strategies, and professional interests. This finding can be used in academic and career counselling.
Keywords: Verbal competency; metacognitive awareness; self-regulated learning; professional interests
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