dc.contributor | Gutvajn, Nikoleta | |
dc.contributor | Stanišić, Jelena | |
dc.contributor | Radović, Vera | |
dc.creator | Vujačić, Milja | |
dc.creator | Stanišić, Jelena | |
dc.creator | Mirkov, Snežana | |
dc.date.accessioned | 2021-11-01T11:14:05Z | |
dc.date.available | 2021-11-01T11:14:05Z | |
dc.date.issued | 2021 | |
dc.identifier.isbn | 978-86-7447-157-9 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/668 | |
dc.description.abstract | In the chapter Student motivation and learning strategies from the perspective
of self-regulated learning, the authors Milja Vujačić, Jelena Stanišić and Snežana Mirkov start from Pintrič’s model of self-regulated learning and examine the
relationship between student motivation and learning strategies, and whether
they are related to academic achievement (current average grade at studies), field
of studying, and gender. The research included 520 respondents of all years of
study from the faculties of arts and faculties of natural and social sciences of the
Universities of Belgrade, Novi Sad, Niš and Kragujevac. For collecting data on
motivational orientations of students and strategies they use while learning study
programs, the authors used the Motivated Strategies for Learning Questionnaire
(MSLQ). The results obtained in this research confirmed that for achieving learning
success it is important for students to be motivated and to achieve a certain level of
self-regulation by using different learning strategies; individual forms of motivation
have importance in prediction of different self-regulation strategies; at University
level, rehearsal as a learning strategy has a lower potential of leading to success
than learning strategies that require higher level of cognitive engagement; and
female students, when compared to male students, use different cognitive and
metacognitive strategies to a greater extent. The authors see the key implications
of research in the need for teaching practice at faculties to be based, as much
as possible, on modern theories of development and the learning process, which
lie in the basis of self-regulation as a necessary aspect of the learning process,
personal development, and success of an individual. | sr |
dc.language.iso | en | sr |
dc.publisher | Belgrade : Institute for Educational Research | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/inst-2020/200018/RS// | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Problems and perspectives of contemporary education | sr |
dc.subject | student | sr |
dc.subject | motivation | sr |
dc.subject | learning | sr |
dc.subject | model of self-regulated learning | sr |
dc.subject | earning strategies | sr |
dc.title | University students’ motivation and learning strategies from the perspective of self-regulated learning | sr |
dc.type | bookPart | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 294 | |
dc.citation.spage | 273 | |
dc.description.other | Collection name: Library "Pedagogical theory and practice" 52 | sr |
dc.description.other | Naziv zbrike "Pedagoška teorija i praksa" 52 | |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/2009/bitstream_2009.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_668 | |
dc.type.version | publishedVersion | sr |