Самоуверења ученика о компетентности у математици и природним наукама
Students’ self-beliefs on the competencies in mathematics and science
Autori
Džinović, VladimirVujačić, Milja
Ostala autorstva
Марушић Јаблановић, МилицаГутвајн, Николета
Јакшић, Ивана
Poglavlje u monografiji (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
Academic self-concept and intrinsic motivation for mathematics and science are the constructs used in TIMSS
2015 to operationalize students’ self-beliefs on the competencies as important predictors of achievement
in knowledge tests. This paper provides an overview of a research which was aimed at determining the
relationship between the self-concept, intrinsic motivation, gender and achievement of students from Serbia
in TIMSS 2015 mathematics and science tests. The aim has been operationalized through the following research
questions: (a) Is there an effect of self-concept and intrinsic motivation on students’ achievement? (b) What is
the relationship between self-concept and intrinsic motivation as the predictors of students’ achievement?
(c) Are there any gender differences between self-concept and intrinsic motivation, on the one side, and the
achievement in mathematics and science, on the other? (d) Has there been a significant change between selfconcept,
intrinsic motiva...tion and students’ achievement compared to TIMSS 2011? The data indicate that the
model that includes self-concept and intrinsic motivation as predictor variables explains the largest percentage
of variance of achievement in mathematics and science tests (around 27%), whereby self-concept figures as the
strongest predictor. Intrinsic motivation has a low effect on achievement at the afore-mentioned age, which
may be attributed to the highly structured context of learning and prominence of external validators. Research
results further point to a strong correlation between self-concept and intrinsic motivation, which indicates that
perceiving oneself as successful at mathematics and/or science, influences the development of an authentic
interest in and fulfilment by the activities related to the above-mentioned school contents. Compared to
year 2011, in 2015 there is an increase in the number of students with the intermediate, high and advanced
achievement who have a high mathematics self-concept. When it comes to science, there are no significant
differences regarding the self-concept compared to 2011, except for the category of students with the low level
of achievement, in which there is a considerably lower percentage of the students whose self-concept is high.
The findings suggest that it is necessary for teachers to pay attention to the development of students’ selfbeliefs
on the possibilities for achieving high results in mathematics and science, and not only to the strategies
of learning and the learning content itself.
Ključne reči:
self-concept / motivation / students’ achievement / TIMSS / mathematics and scienceIzvor:
TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука, 2017, 115-127Izdavač:
- Београд : Институт за педагошка истраживања
Finansiranje / projekti:
- Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
- Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu (RS-MESTD-Basic Research (BR or ON)-179034)
Napomena:
- Назив збирке: Библиотека „Педагошка теорија и пракса“ 44
Institucija/grupa
IPITY - CHAP AU - Džinović, Vladimir AU - Vujačić, Milja PY - 2017 UR - http://ipir.ipisr.org.rs/handle/123456789/618 AB - Academic self-concept and intrinsic motivation for mathematics and science are the constructs used in TIMSS 2015 to operationalize students’ self-beliefs on the competencies as important predictors of achievement in knowledge tests. This paper provides an overview of a research which was aimed at determining the relationship between the self-concept, intrinsic motivation, gender and achievement of students from Serbia in TIMSS 2015 mathematics and science tests. The aim has been operationalized through the following research questions: (a) Is there an effect of self-concept and intrinsic motivation on students’ achievement? (b) What is the relationship between self-concept and intrinsic motivation as the predictors of students’ achievement? (c) Are there any gender differences between self-concept and intrinsic motivation, on the one side, and the achievement in mathematics and science, on the other? (d) Has there been a significant change between selfconcept, intrinsic motivation and students’ achievement compared to TIMSS 2011? The data indicate that the model that includes self-concept and intrinsic motivation as predictor variables explains the largest percentage of variance of achievement in mathematics and science tests (around 27%), whereby self-concept figures as the strongest predictor. Intrinsic motivation has a low effect on achievement at the afore-mentioned age, which may be attributed to the highly structured context of learning and prominence of external validators. Research results further point to a strong correlation between self-concept and intrinsic motivation, which indicates that perceiving oneself as successful at mathematics and/or science, influences the development of an authentic interest in and fulfilment by the activities related to the above-mentioned school contents. Compared to year 2011, in 2015 there is an increase in the number of students with the intermediate, high and advanced achievement who have a high mathematics self-concept. When it comes to science, there are no significant differences regarding the self-concept compared to 2011, except for the category of students with the low level of achievement, in which there is a considerably lower percentage of the students whose self-concept is high. The findings suggest that it is necessary for teachers to pay attention to the development of students’ selfbeliefs on the possibilities for achieving high results in mathematics and science, and not only to the strategies of learning and the learning content itself. PB - Београд : Институт за педагошка истраживања T2 - TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука T1 - Самоуверења ученика о компетентности у математици и природним наукама T1 - Students’ self-beliefs on the competencies in mathematics and science EP - 127 SP - 115 UR - https://hdl.handle.net/21.15107/rcub_ipir_618 ER -
@inbook{ author = "Džinović, Vladimir and Vujačić, Milja", year = "2017", abstract = "Academic self-concept and intrinsic motivation for mathematics and science are the constructs used in TIMSS 2015 to operationalize students’ self-beliefs on the competencies as important predictors of achievement in knowledge tests. This paper provides an overview of a research which was aimed at determining the relationship between the self-concept, intrinsic motivation, gender and achievement of students from Serbia in TIMSS 2015 mathematics and science tests. The aim has been operationalized through the following research questions: (a) Is there an effect of self-concept and intrinsic motivation on students’ achievement? (b) What is the relationship between self-concept and intrinsic motivation as the predictors of students’ achievement? (c) Are there any gender differences between self-concept and intrinsic motivation, on the one side, and the achievement in mathematics and science, on the other? (d) Has there been a significant change between selfconcept, intrinsic motivation and students’ achievement compared to TIMSS 2011? The data indicate that the model that includes self-concept and intrinsic motivation as predictor variables explains the largest percentage of variance of achievement in mathematics and science tests (around 27%), whereby self-concept figures as the strongest predictor. Intrinsic motivation has a low effect on achievement at the afore-mentioned age, which may be attributed to the highly structured context of learning and prominence of external validators. Research results further point to a strong correlation between self-concept and intrinsic motivation, which indicates that perceiving oneself as successful at mathematics and/or science, influences the development of an authentic interest in and fulfilment by the activities related to the above-mentioned school contents. Compared to year 2011, in 2015 there is an increase in the number of students with the intermediate, high and advanced achievement who have a high mathematics self-concept. When it comes to science, there are no significant differences regarding the self-concept compared to 2011, except for the category of students with the low level of achievement, in which there is a considerably lower percentage of the students whose self-concept is high. The findings suggest that it is necessary for teachers to pay attention to the development of students’ selfbeliefs on the possibilities for achieving high results in mathematics and science, and not only to the strategies of learning and the learning content itself.", publisher = "Београд : Институт за педагошка истраживања", journal = "TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука", booktitle = "Самоуверења ученика о компетентности у математици и природним наукама, Students’ self-beliefs on the competencies in mathematics and science", pages = "127-115", url = "https://hdl.handle.net/21.15107/rcub_ipir_618" }
Džinović, V.,& Vujačić, M.. (2017). Самоуверења ученика о компетентности у математици и природним наукама. in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука Београд : Институт за педагошка истраживања., 115-127. https://hdl.handle.net/21.15107/rcub_ipir_618
Džinović V, Vujačić M. Самоуверења ученика о компетентности у математици и природним наукама. in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука. 2017;:115-127. https://hdl.handle.net/21.15107/rcub_ipir_618 .
Džinović, Vladimir, Vujačić, Milja, "Самоуверења ученика о компетентности у математици и природним наукама" in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука (2017):115-127, https://hdl.handle.net/21.15107/rcub_ipir_618 .