ASPECTS REGARDING THE CONATIVE SELF-REGULATION IN ACADEMIC LEARNING PUBLISHEDAlina – Lidia MĂRGHITAN, Ph.D. in Agronomy, BANAT’S UNIVERSITY OF AGRICULTURAL SCIENCES AND VETERINARY MEDICINE “KING MICHAEL I OF ROMANIA” FROM TIMISOARA, FACULTY OF AGRICULTURE,DEPARTMENT OF TEACHER TRAINING, Aradului Boulevard,Nr.119, România, email@example.com D. I. CRAŞOVAN, Ph.D. in Psychology, CENTER FOR RESEARCH IN POSTDOCTORAL STUDIES (CCPC) – INSTITUTE FOR SOCIAL AND POLITICAL RESEARCH, WEST UNIVERSITY OF TIMIŞOARA, ROMÂNIA
Learning is achieved through a channeled energy intake determined by motivational and emotional structures. The student's ability to control moods, reactions of avoidance or resent towards certain tasks, feelings of frustration, emotional reactions to success or failure, is linked to the ability of self- motivation and perseverance in the learning process. Emotional and motivational control is redounded upon the cognitive capacities and performance. Motivation control in the educational environment entails preparing the learners to take reasonable risks, setting some optimal expectation levels, and gaining self-confidence from an educational vantage point. The study under scrutiny aims at identifying the emotional-motivational status for a given sample made of students. The study involved 70 students of Banat’s University of Agricultural Sciences and Veterinary Medicine "King Michael I of Romania" in Timisoara. The methods used for the research comprised a questionnaire on learning motivation, a scale for determining anxiety and the Friedmann emotional maturity scale. Corollary to the application of the above-mentioned research tools, the situation within the Faculty of Agriculture, Banat’s University of Agricultural Sciences and Veterinary Medicine "King Michael I of Romania" in Timisoara was identified, with relevant and realistic recommendation findings for students who want to learn responsibly and autonomously.
motivational structures, emotional control, motivational control, responsible learning