Podsticanje autonomije i intrinzične motivacije u radu sa studentima

Abstract

U literaturi se navodi da studenti koji uče u visoko kontrolisanom okruženju od strane nastavnika i u kome ne učestvuju u procesu kreiranja i evaluacije učenja, uče manje efikasno, posebno kada je učenje složeno i zahteva kreativne procese. Istraživanja pokazuju da je samo manji broj studenata upisanih na visokoškolske institucije intrinzično motivisan, odnosno da u učenju pokazuju istrajnost, posvećenost i visoke rezultate. Za veliku većinu studenata smatra se da su podstaknuti spoljašnjim motivima i zahtevima spoljašnje sredine. U radu polazimo od pretpostavki teorije samodeterminacije i analiziramo rezultate istraživanja o mogućnostima podsticanja autonomije učenika univerzitetske nastave. Može se zaključiti da podržavanje autonomije studenata u učenju doprinosi održavanju i pojačavanju unutrašnje motivacije, podsticanju konceptualnog učenja, kreativnosti, kao i samoinicijativnog ponašanja tokom školovanja, što predstavlja bolju pripremu za ulazak u svet rada i razvoj profesionalne karijere. U skladu s tim, osmišljavanje strategija i modela pružanja podrške studentima u razvijanju autonomije i intrizične motivacije u učenju trebalo bi da postane jedan od važnih ciljeva politike visokog obrazovanja.

The literature states that students who learn in a environment highly controlled by teachers, and which they do not participate in the process of creating and evaluating learning, learn less efficiently, especially when learning is complex and requires creative processes. Research shows that only a small number of students enrolled in higher education institutions are intrinsically motivated, ie. they show perseverance, commitment to learning and high achievement. The vast majority of students are considered to be motivated by external motives and by the demands of the social environment. The paper starts from the assumptions of the self-determination theory and we presents the results of recent research on opportunities to encourage university student autonomy in learning. It can be concluded that supporting student autonomy in learning contributes to maintaining and strengthening internal motivation, improves conceptual learning, creativity, as well as self-initiative behavior during schooling, which is a better preparation for entering the world of work and professional career development. Accordingly, designing strategies and models to encourage students’ autonomy and intrinsic motivation in learning should become one of the important goals of higher education policy.