dc.contributor | Лазаревић, Емилија | |
dc.contributor | Стевановић, Јелена | |
dc.contributor | Станковић, Дејан | |
dc.creator | Мирков, Снежана | |
dc.date.accessioned | 2022-03-18T12:41:52Z | |
dc.date.available | 2022-03-18T12:41:52Z | |
dc.date.issued | 2015 | |
dc.identifier.isbn | 978-86-7447-125-8 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/777 | |
dc.description.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. | sr |
dc.language.iso | sr | sr |
dc.publisher | Београд : Институт за педагошка истраживања | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS// | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Нове улоге за ново доба : Прилози за редефинисање образовне праксе | sr |
dc.subject | learning process | sr |
dc.subject | self-regulation | sr |
dc.subject | students’ perspectives | sr |
dc.subject | learning goals | sr |
dc.subject | learning strategies | sr |
dc.subject | self-concept | sr |
dc.title | Учење из перспективе ученика: синтеза емпиријских налаза | sr |
dc.type | bookPart | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 131 | |
dc.citation.spage | 113 | |
dc.description.other | Назив збирке: Библиотека "Педагошка теорија и пракса” 41 | sr |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/2360/Ucenje_iz_perspektive_ucenika_2015.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_777 | |
dc.type.version | publishedVersion | sr |