Self-regulated learning (SRL) plays an important role in successful learning with hypertexts. The use of appropriate SRL strategies helps students acquire new knowledge more efficiently. We investigated the use of SRL strategies in individual learning from expository science hypertext, the correlations between different measures of self-regulation, and the differences in SRL between more and less successful students. A sample of 443 ninth graders from 15 different schools participated in the study. A variety of off- and online measures were used to measure SRL. Data were collected from student traces, questionnaires, tests scores, and notes. Low correlations between the off- and online measures of SRL suggest that they measure different aspects of SRL use in learning digital science texts. Student achievement in science positively correlated with their use of SRL strategies. Students with higher knowledge gains reported the higher use of deep cognitive strategies, higher motivation for learning, and used a higher number of strategies in note-taking while learning. The results of this study may have practical implications for teachers to support student SRL and for developers of digital learning materials to incorporate SRL scaffolding into learning topics.

V članku predstavljamo razloge za izbiro učiteljskega poklica, pričakovanja glede poklica in zavezanost poklicu med študenti magistrskih pedagoških programov in udeleženci pedagoško-andragoškega izobraževanja (PAI). V raziskavi je sodelovalo 270 udeležencev. Rezultati kažejo, da so udeležence pri njihovi odločitvi za učiteljski poklic vodili predvsem altruistični in intrinzični razlogi, medtem ko so bili ekstrinzični razlogi manj pomembni. Udeleženci so pokazali visoko zavezanost učiteljskemu poklicu in optimistična pričakovanja glede dela z učenci in zadovoljstva s poklicem. Skupini sta se razlikovali le v zavezanosti poklicu in optimističnosti pričakovanj glede dela z učenci, ki sta bili višji pri udeležencih PAI. Rezultati raziskave kažejo na pomembnost notranje motivacije za izbiro učiteljskega poklica in potrebo po vključevanju praktičnih izkušenj v izobraževalni proces, saj te pozitivno vplivajo na motivacijo in zavezanost poklicu. Rezultati so skladni s predhodnimi raziskavami, ki kažejo, da so bodoči učitelji motivirani predvsem zaradi notranjih in altruističnih razlogov ter izkazujejo visoko raven zavezanosti poklicu.