Учење из перспективе ученика: синтеза емпиријских налаза
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The paper presents the results of a number of empirical studies on different
aspects of learning process: on relations between learning habits and techniques
and the quality of students’ knowledge, on relations between learning
goals and students’ assessments of their own intellectual abilities, on students’
learning goals and strategies and their relations with self-concept and
locus of control, on factors which affect academic success, and on the role of
self-regulation in approaches to learning. The samples included elementary
school students and university students. The obtained results confirmed the
joint action of intellectual and non-intellectual factors in achieving success.
Students who are oriented to knowledge use understanding strategies and
achievement strategies, and self-regulation provides adequate selection and use
of various strategies. The results indicate the significance of self-concept and
locus of control for setting goals and applying strategies in l...earning. Intrinsic
goals are largely represented among the students who perceive themselves as
academically competent. The existence of three approaches to learning – surface
approach, deep approach and achievement approach − has been confirmed.
Self-regulation works in different ways within different approaches to learning.
Indicators of regulation in learning operationalized in different ways contribute
to defining deep approach and achievement approach to learning. The results
contribute to acquiring a deeper insight in students’ views of learning and their
approaches to learning.
Кључне речи:
learning process / self-regulation / students’ perspectives / learning goals / learning strategies / self-conceptИзвор:
Нове улоге за ново доба : Прилози за редефинисање образовне праксе, 2015, 113-131Издавач:
- Београд : Институт за педагошка истраживања
Финансирање / пројекти:
- Унапређивање квалитета и доступности образовања у процесима модернизације Србије (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
Напомена:
- Назив збирке: Библиотека "Педагошка теорија и пракса” 41
Институција/група
IPITY - CHAP AU - Мирков, Снежана PY - 2015 UR - http://ipir.ipisr.org.rs/handle/123456789/777 AB - The paper presents the results of a number of empirical studies on different aspects of learning process: on relations between learning habits and techniques and the quality of students’ knowledge, on relations between learning goals and students’ assessments of their own intellectual abilities, on students’ learning goals and strategies and their relations with self-concept and locus of control, on factors which affect academic success, and on the role of self-regulation in approaches to learning. The samples included elementary school students and university students. The obtained results confirmed the joint action of intellectual and non-intellectual factors in achieving success. Students who are oriented to knowledge use understanding strategies and achievement strategies, and self-regulation provides adequate selection and use of various strategies. The results indicate the significance of self-concept and locus of control for setting goals and applying strategies in learning. Intrinsic goals are largely represented among the students who perceive themselves as academically competent. The existence of three approaches to learning – surface approach, deep approach and achievement approach − has been confirmed. Self-regulation works in different ways within different approaches to learning. Indicators of regulation in learning operationalized in different ways contribute to defining deep approach and achievement approach to learning. The results contribute to acquiring a deeper insight in students’ views of learning and their approaches to learning. PB - Београд : Институт за педагошка истраживања T2 - Нове улоге за ново доба : Прилози за редефинисање образовне праксе T1 - Учење из перспективе ученика: синтеза емпиријских налаза EP - 131 SP - 113 UR - https://hdl.handle.net/21.15107/rcub_ipir_777 ER -
@inbook{ author = "Мирков, Снежана", year = "2015", abstract = "The paper presents the results of a number of empirical studies on different aspects of learning process: on relations between learning habits and techniques and the quality of students’ knowledge, on relations between learning goals and students’ assessments of their own intellectual abilities, on students’ learning goals and strategies and their relations with self-concept and locus of control, on factors which affect academic success, and on the role of self-regulation in approaches to learning. The samples included elementary school students and university students. The obtained results confirmed the joint action of intellectual and non-intellectual factors in achieving success. Students who are oriented to knowledge use understanding strategies and achievement strategies, and self-regulation provides adequate selection and use of various strategies. The results indicate the significance of self-concept and locus of control for setting goals and applying strategies in learning. Intrinsic goals are largely represented among the students who perceive themselves as academically competent. The existence of three approaches to learning – surface approach, deep approach and achievement approach − has been confirmed. Self-regulation works in different ways within different approaches to learning. Indicators of regulation in learning operationalized in different ways contribute to defining deep approach and achievement approach to learning. The results contribute to acquiring a deeper insight in students’ views of learning and their approaches to learning.", publisher = "Београд : Институт за педагошка истраживања", journal = "Нове улоге за ново доба : Прилози за редефинисање образовне праксе", booktitle = "Учење из перспективе ученика: синтеза емпиријских налаза", pages = "131-113", url = "https://hdl.handle.net/21.15107/rcub_ipir_777" }
Мирков, С.. (2015). Учење из перспективе ученика: синтеза емпиријских налаза. in Нове улоге за ново доба : Прилози за редефинисање образовне праксе Београд : Институт за педагошка истраживања., 113-131. https://hdl.handle.net/21.15107/rcub_ipir_777
Мирков С. Учење из перспективе ученика: синтеза емпиријских налаза. in Нове улоге за ново доба : Прилози за редефинисање образовне праксе. 2015;:113-131. https://hdl.handle.net/21.15107/rcub_ipir_777 .
Мирков, Снежана, "Учење из перспективе ученика: синтеза емпиријских налаза" in Нове улоге за ново доба : Прилози за редефинисање образовне праксе (2015):113-131, https://hdl.handle.net/21.15107/rcub_ipir_777 .