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Rol’ samoreguljacii v različnyh podhodah k učebnoj dejatel’nosti

dc.creatorMirkov, Snežana
dc.date.accessioned2021-03-17T13:34:38Z
dc.date.available2021-03-17T13:34:38Z
dc.date.issued2014
dc.identifier.issn0579-6431
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/227
dc.description.abstractThe paper presents the results of an empirical study aimed at analyzing the role of self-regulation in different approaches to learning that were established in the previous studies. We examined whether certain categories of meta cognitive strategies were present in the deep, surface and achievement-oriented approach. The sample included 560 first- to fifth-year students of the Teacher Training Faculty, the Faculty of Philosophy and the Faculty of Philology of the University of Belgrade. A shorter version of the Instrument for measuring learning goals and strategies was applied. The previous research had established that learning goals and strategies comprised by this instrument were grouped into three second-order factors: the surface, deep and achievement-oriented approach to learning. The items from the Scale of students’ meta cognitive strategies were included. Factor analysis confirmed the existence of the three approaches to learning that include learning goals and strategies. We analysed the frequency of individual approaches to learning on the total sample, the frequency of individual approaches in the respondents of different gender and the correlations of the approach to learning with the age, year of studies and academic achievement. Different meta cognitive strategies contribute to the defining of the deep and achievement-oriented approach to learning, but they do not occur in the surface approach to learning. According to the obtained findings, self-regulation can play different roles in accordance with the goals set by students and the strategies used in learning. The results of this study point to possible directions of encouraging the deep approach to learning and self-regulation at the university level, as well as in primary and secondary school.en
dc.description.abstractU radu su prikazani rezultati empirijskog istraživanja usmerenog na ispitivanje uloge samoregulacije u različitim pristupima učenju koji su potvrđeni u ranijim istraživanjima. Ispitivano je da li su pojedine kategorije metakognitivnih strategija zastupljene u dubinskom, površinskom i pristupu učenju usmerenom ka postignuću. Uzorak je činilo 560 studenata od prve do pete godine Učiteljskog, Filozofskog i Filološkog fakulteta Univerziteta u Beogradu. Primenjena je kraća verzija Instrumenta za merenje ciljeva i strategija učenja. U ranijim istraživanjima utvrđeno je da se ciljevi i strategije učenja, obuhvaćeni ovim instrumentom, grupišu u tri faktora drugog reda: površinski, dubinski i pristup učenju usmeren ka postignuću. Uključene su stavke iz Skale metakognitivnih strategija učenika – METAS. Faktorskom analizom potvrđena su tri pristupa učenju koji obuhvataju ciljeve i strategije učenja. Analizirani su zastupljenost pojedinih pristupa učenju na ukupnom uzorku, zastupljenost pojedinih pristupa kod ispitanika različitog pola i korelacije pristupa učenju sa uzrastom, godinom studija i akademskim uspehom. Različite metakognitivne strategije doprinose definisanju dubinskog pristupa učenju i pristupa učenju usmerenog ka postignuću, ali nisu prisutne u površinskom pristupu učenju. Prema dobijenim nalazima, samoregulacija može imati različite uloge u skladu sa ciljevima koje studenti postavljaju i strategijama koje primenjuju u učenju. Rezultati ovog istraživanja ukazuju na moguće pravce podsticanja dubinskog pristupa učenju i samoregulacije na univerzitetu, ali i u osnovnoj i srednjoj školi.sr
dc.publisherInstitut za pedagoška istraživanja, Beograd
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS//
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceZbornik Instituta za pedagoška istraživanja
dc.subjectapproaches to learningen
dc.subjectself-regulationen
dc.subjectmeta cognitive strategiesen
dc.subjectuniversity studentsen
dc.subjectpristupi učenjusr
dc.subjectsamoregulacijasr
dc.subjectmetakognitivne strategijesr
dc.subjectstudentisr
dc.titleThe role of self-regulation in different approaches to learningen
dc.titleRol’ samoreguljacii v različnyh podhodah k učebnoj dejatel’nostiru
dc.titleUloga samoregulacije u različitim pristupima učenjusr
dc.typearticle
dc.rights.licenseBY-NC-ND
dc.citation.epage276
dc.citation.issue2
dc.citation.other46(2): 251-276
dc.citation.rankM24
dc.citation.spage251
dc.citation.volume46
dc.identifier.doi10.2298/ZIPI1402251M
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/105/224.pdf
dc.identifier.rcubconv_512
dc.identifier.scopus2-s2.0-84921876061
dc.type.versionpublishedVersion


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