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Components in models of learning: Different operationalisations and relations between components
Komponente u modelima učenja - načini operacionalizacije i međusobni odnosi
dc.creator | Mirkov, Snežana | |
dc.date.accessioned | 2021-03-17T13:32:46Z | |
dc.date.available | 2021-03-17T13:32:46Z | |
dc.date.issued | 2013 | |
dc.identifier.issn | 0579-6431 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/199 | |
dc.description.abstract | This paper provides the presentation of different operationalisations of components in different models of learning. Special emphasis is on the empirical verifications of relations between components. Starting from the research of congruence between learning motives and strategies, underlying the general model of school learning that comprises different approaches to learning, we have analyzed the empirical verifications of factor structure of instruments containing the scales of motives and learning strategies corresponding to these motives. Considering the problems in the conceptualization of the achievement approach to learning, we have discussed the ways of operational sing the goal orientations and exploring their role in using learning strategies, especially within the model of the regulation of constructive learning processes. This model has served as the basis for researching learning styles that are the combination of a large number of components. Complex relations between the components point to the need for further investigation of the constructs involved in various models. We have discussed the findings and implications of the studies of relations between the components involved in different models, especially between learning motives/goals and learning strategies. We have analyzed the role of regulation in the learning process, whose elaboration, as indicated by empirical findings, can contribute to a more precise operationalisation of certain learning components. | en |
dc.description.abstract | U radu su prikazani načini operacionalizacije komponenti u različitim modelima učenja. Posebno su razmatrane empirijske provere njihovih međusobnih odnosa. Polazeći od istraživanja kongruencije između motiva i strategija učenja, na kojima je zasnovan opšti model školskog učenja koji obuhvata različite pristupe učenju, analizirane su empirijske provere faktorske strukture instrumenata koji sadrže skale motiva i strategija učenja koje odgovaraju ovim motivima. S obzirom na probleme u konceptualizaciji pristupa učenju usmerenog ka postignuću, razmatrani su načini operacionalizacije orijentacija na ciljeve i istraživanja njihove uloge u primeni strategija učenja, posebno u okviru modela konstruktivne regulacije procesa učenja. Na ovom modelu zasnovana su istraživanja stilova učenja koji predstavljaju kombinacije većeg broja komponenti. Složeni odnosi između komponenti upućuju na potrebu za daljim ispitivanjem konstrukata uključenih u različite modele. Razmatrani su nalazi i implikacije istraživanja međusobnih odnosa između komponenti uključenih u različite modele, posebno između motiva/ciljeva i strategija učenja. Analizirana je uloga regulacije u procesu učenja, čija razrada, kako ukazuju empirijski nalazi, može doprineti preciznijoj operacionalizaciji pojedinih komponenti učenja. PR Projekat Ministarstva nauke Republike Srbije, br. 47008: Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije i br. 179034: Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu. | sr |
dc.publisher | Institut za pedagoška istraživanja, Beograd | |
dc.relation | info:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS// | |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS// | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.source | Zbornik Instituta za pedagoška istraživanja | |
dc.subject | motives | en |
dc.subject | learning strategies | en |
dc.subject | approaches to learning | en |
dc.subject | goal orientations | en |
dc.subject | learning styles | en |
dc.subject | regulation | en |
dc.subject | motivi | sr |
dc.subject | strategije učenja | sr |
dc.subject | pristupi učenju | sr |
dc.subject | orijentacije na ciljeve | sr |
dc.subject | stilovi učenja | sr |
dc.subject | regulacija | sr |
dc.title | Components in models of learning: Different operationalisations and relations between components | en |
dc.title | Komponente u modelima učenja - načini operacionalizacije i međusobni odnosi | sr |
dc.type | article | |
dc.rights.license | BY-NC-ND | |
dc.citation.epage | 85 | |
dc.citation.issue | 1 | |
dc.citation.other | 45(1): 62-85 | |
dc.citation.rank | M24 | |
dc.citation.spage | 62 | |
dc.citation.volume | 45 | |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/82/196.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_199 | |
dc.type.version | publishedVersion |