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Motivation as mediator of relations between home support for learning and educational achievement: example of reading literacy

dc.contributorLalić-Vučetić, Nataša
dc.contributorGundogan, Dragana
dc.contributorRadanović, Ana
dc.creatorRadulović, Mladen
dc.creatorRadanović, Ana
dc.creatorGundogan, Dragana
dc.date.accessioned2021-06-18T11:02:34Z
dc.date.available2021-06-18T11:02:34Z
dc.date.issued2020
dc.identifier.isbn978-86-7447-151-7
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/500
dc.description.abstractTeoretičari društvene reprodukcije skloni su da tvrde da porodični faktori, pored toga što utiču na obrazovno postignuće učenika, definišu i odnos učenika prema obrazovanju. Istovremeno, među brojnim pedagozima je ustaljena ideja da motivacija učenika direktno doprinosi njihovom obrazovnom postignuću. Uzimajući u obzir dva pomenuta teorijska polazišta, cilj našeg istraživanja je da se ispita da li je povezanost između podrškeza učenje koju učenik ima kod kuće i obrazovnog postignuća posredovana motivacijom učenika. Kako bismo na ovo pitanje odgovorili, koristili smo podatke prikupljene u više od 50 zemalja u okviru međunarodnog istraživanja razvoja čitalačke pismenosti ‒ PIRLS 2016. Od svih zemalja koje su učestvovale u ovom ispitivanju, u naše istraživanje uključene su tri zemlje u kojima je korelacija između podrške za učenje kod kuće i postignuća na testu čitalačke pismenosti najviša: Slovačka (r = ,57), Bugarska (r = ,52) i Mađarska (r = ,52). Uzorak je činilo 14355 učenika četvrtog razreda osnovne škole, oba pola (50,8% dečaka). Podrška koju učenik ima kod kuće operacionalizovana je preko opremljenosti domaćinstva (npr. broj knjiga i broj knjiga za decu) i obrazovno-karijernih karakteristika roditelja (najviši nivo obrazovanja i radna pozicija). Motivacija za čitanje merena je na osnovu odgovora učenika na 10 pitanja kojima je ispitivan njihov odnos prema nastavi čitanja i čitanju u slobodno vreme. Za obradu podataka korišćen je makro PROCESS za SPSS. Rezultati pokazuju da podrška za učenje kod kuće direktno pozitivno predviđa postignuće (b = 22,52, p < ,01), ali ga predviđa i indirektno preko motivacije (b = 0,47, 95% CI [0,37, 0,58]). Budući da podrška kod kuće ostvaruje samo mali deo svog efekta na postignuće preko motivacije (2,1%), u narednim istraživanjima bi trebalo ispitati dodatne potencijalne posrednike ove veze, ne samo u slučaju čitalačke pismenosti, već i u okviru ostalih sposobnosti, kako bi se detaljnije objasnili mehanizmi preko kojih podrška koju učenici dobijaju u okviru porodičnog sistema doprinosi razvoju njihovih različitih sposobnosti.sr
dc.description.abstractSocial reproduction theorists tend to acknowledge that family factors, beside the influence on students’ educational achievement, also define the attitude towards education in general. Additionally, numerous pedagogists share a widespread idea that students’ motivation directly contributes to their educational achievement. Taking into consideration two aforementioned theoretical perspectives, the aim of our investigation is to examine whether the connection between the support for learning which student receives at home and educational achievement is mediated by the student’s motivation. In order to answer this question, we used data gathered in more than 50 countries which participated in the Progress in International Reading Literacy Study ‒ PIRLS 2016. Among all the countries which participated in this survey, our examination looks into the three countries with the highest correlation between home support for learning and achievement on the reading literacy test: Slovakia (r = .57), Bulgaria (r = .52) and Hungary (r = .52). The sample consists of 14355 four-grade elementary school students of both genders (50.8% male). The support the student has at home is operationalized by the household resources (for example number of books and children books households possess) and parents’ educational and occupational features (the highest level of education and job position). Motivation for reading is measured using the students’ answers to 10 questions related to their attitude toward reading classes and free-time reading. For the data analysis, macro PROCESS for SPSS is used. Results indicate that home support for learning directly positively predicts the achievement (b = 22.52, p < .01), but it also predicts it indirectly via motivation (b = 0.47, 95% CI [0.37, 0.58]). As the home support realises only a small part of its effect on the achievement via motivation (2.1%), forthcoming research should examine additional potential mediators of this relation, not just in terms of reading literacy but also in terms of other abilities, so as to explain in a more detail the mechanisms through which the support that students receive within the family system contributes to development of their various abilities.sr
dc.language.isosrsr
dc.language.isoensr
dc.publisherBeograd : Institut za pedagoška istraživanjasr
dc.relationinfo:eu-repo/grantAgreement/MESTD/inst-2020/200018/RS//sr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.sourceMotivacija u obrazovanju između teorije i praksesr
dc.subjectčitalačka pismenostsr
dc.subjectmotivacija za učenjesr
dc.subjectpodrška za učenje kod kućesr
dc.subjectobrazovno postignućesr
dc.subjectreading literacysr
dc.subjectmotivation for learningsr
dc.subjecthome support for learningsr
dc.subjecteducational achievementsr
dc.titleMotivacija kao medijator odnosa između podrške za učenje kod kuće i obrazovnog postignuća: primer čitalačke pismenostisr
dc.titleMotivation as mediator of relations between home support for learning and educational achievement: example of reading literacysr
dc.typeconferenceObjectsr
dc.rights.licenseBYsr
dc.citation.epage51
dc.citation.spage50
dc.description.otherKnjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa"sr
dc.description.otherBook of abstracts / 25th International Scientific Conference "Educational Research and School Practice"
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/1393/Motivacija_kao_2020.pdf
dc.type.versionpublishedVersionsr


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