«воспитание нового поколения в эпоху глобального преобразования: вызовы и перспективы»

1.2. Self-determination motivation, classroom evaluation views, learning techniques, and academic 
adaptation among undergraduate students.
Uzbek students are increasingly enrolling in foreign universities in the country. As a result, there is 
a growing interest in learning more about the elements that influence their academic performance and 
adaptation during their education.
According to the research, students need more than only English language skills to succeed in school 
and adjust to university life (Phakiti et al., 2013).
This suggests that motivational and contextual factors influencing undergraduate students' academic 
learning in higher education should be researched. Noels, Pelletier, Clément, & Vallerand (2003) found 
that self-determined motivation leads to desirable learning outcomes like engagement, self-regulation, 
improved performance, and perseverance. Students are more likely to participate in tasks and participate in 
classroom activities when they have self-determination in the classroom.

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ВОСПИТАНИЕ НОВОГО ПОКОЛЕНИЯ В ЭПОХУ ГЛОБАЛЬНОГО ПРЕОБРАЗОВАНИЯ
RAISING A NEW GENERATION IN ERA OF GLOBAL TRANSFORMATION •
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A classroom assessment is one of the most significant academic jobs. Students' adaptive attitudes toward 
assessment activities would be influenced by their motivational ideas. Students' self-regulated learning is 
linked to how they see examinations in particular (Brown, 2011; Paris & Paris, 2001).
Students' evaluation beliefs may aid them in taking responsibility for their own learning, persevering 
in their efforts, being aware of their learning process, and setting mastery-oriented goals, all of which 
are aspects of self-regulated learning (Paris & Paris, 2001). As a result, it's thought that students' learning 
practices are strongly linked to their adaptive assessment beliefs.
Self-regulated learning, in turn, would help undergraduate students adjust to their new academic 
environment. Through the lens of self-determination theory, the current study investigates the links between 
self-determined motivation, classroom evaluation views, and the use of self-regulatory learning practices.
According to the hypothesis, undergraduate students' self-determined motivation may develop adaptive 
views about classroom assessments, resulting in the employment of self-regulated learning mechanisms 
and subsequently academic adaption in foreign universities.