TY  - JOUR
AU  - Mirkov, Snežana
AU  - Janjetović, Dragan D.
PY  - 2004
UR  - http://ipir.ipisr.org.rs/handle/123456789/69
AB  - The paper presents a portion of the findings obtained by the international comparative examination of academic attainments in mathematics (TIMSS 2003). The sample comprised 4537 students of the eighth (final) year of primary schools in Serbia. The correlation analysis included: general mathematics knowledge test score, a scaled score of the mathematics self-concept, scale scores of various aspects of attributing importance to mathematics (these were treated as study aims), as well as sex differences. The results show that the self-concept is in a higher positive correlation with the knowledge test results compared to other variables. All examined study aims were in positive correlation with the self-concept. No sex differences were found regarding attainment or any other examined variable. A positive correlation was found between various study aims. The obtained findings of the relations between the self-concept and attainment, as well as between the self-concept and study aims are in accord with the findings of numerous other researches, especially in the context of the theory of self-regulated learning.
AB  - U radu je prezentiran deo nalaza dobijenih međunarodnim komparativnim proučavanjem obrazovnih postignuća u matematici (TIMSS 2003). Uzorak je obuhvatio 4537 učenika osmog razreda osnovnih škola iz Srbije. U korelacionu analizu uključeni su: opšti skor na testu znanja iz matematike skor na skali matematičkog self-koncepta, skorovi na skali koja ispituje različite aspekte pridavanja značaja matematici (tretirane kao ciljevi učenja) i podaci o polu učenika. Rezultati pokazuju da je matematički self-koncept jače povezan sa postignućem na testu znanja iz matematike, u odnosu na druge varijable. Utvrđeno je da su svi ispitivani ciljevi učenja matematike u pozitivnoj korelaciji sa matematičkim self-konceptom. Nisu dobijene polne razlike ni u odnosu na postignuće, ni u odnosu na druge ispitivane varijable. Pokazalo se da postoji pozitivna korelacija između različitih ciljeva učenja matematike. Dobijeni nalazi o postojanju veza između self-koncepta i postignuća, kao i između self-koncepta i ciljeva učenja, u skladu su sa nalazima drugim istraživanja, naročito u kontekstu teorije samoregulisanog učenja.
PB  - Beograd  : Pedagoško društvo Srbije
PB  - Beograd : Filozofski fakultet - Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - TIMSS 2003 : Self-concept and study aims as motivational factors in mathematics attainment
T1  - TIMSS 2003 - self-koncept i ciljevi učenja kao motivacioni činioci matematičkog postignuća učenika
EP  - 167
IS  - 2-3
SP  - 155
VL  - 53
UR  - https://hdl.handle.net/21.15107/rcub_ipir_69
ER  - 

@article{
author = "Mirkov, Snežana and Janjetović, Dragan D.",
year = "2004",
abstract = "The paper presents a portion of the findings obtained by the international comparative examination of academic attainments in mathematics (TIMSS 2003). The sample comprised 4537 students of the eighth (final) year of primary schools in Serbia. The correlation analysis included: general mathematics knowledge test score, a scaled score of the mathematics self-concept, scale scores of various aspects of attributing importance to mathematics (these were treated as study aims), as well as sex differences. The results show that the self-concept is in a higher positive correlation with the knowledge test results compared to other variables. All examined study aims were in positive correlation with the self-concept. No sex differences were found regarding attainment or any other examined variable. A positive correlation was found between various study aims. The obtained findings of the relations between the self-concept and attainment, as well as between the self-concept and study aims are in accord with the findings of numerous other researches, especially in the context of the theory of self-regulated learning., U radu je prezentiran deo nalaza dobijenih međunarodnim komparativnim proučavanjem obrazovnih postignuća u matematici (TIMSS 2003). Uzorak je obuhvatio 4537 učenika osmog razreda osnovnih škola iz Srbije. U korelacionu analizu uključeni su: opšti skor na testu znanja iz matematike skor na skali matematičkog self-koncepta, skorovi na skali koja ispituje različite aspekte pridavanja značaja matematici (tretirane kao ciljevi učenja) i podaci o polu učenika. Rezultati pokazuju da je matematički self-koncept jače povezan sa postignućem na testu znanja iz matematike, u odnosu na druge varijable. Utvrđeno je da su svi ispitivani ciljevi učenja matematike u pozitivnoj korelaciji sa matematičkim self-konceptom. Nisu dobijene polne razlike ni u odnosu na postignuće, ni u odnosu na druge ispitivane varijable. Pokazalo se da postoji pozitivna korelacija između različitih ciljeva učenja matematike. Dobijeni nalazi o postojanju veza između self-koncepta i postignuća, kao i između self-koncepta i ciljeva učenja, u skladu su sa nalazima drugim istraživanja, naročito u kontekstu teorije samoregulisanog učenja.",
publisher = "Beograd  : Pedagoško društvo Srbije, Beograd : Filozofski fakultet - Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "TIMSS 2003 : Self-concept and study aims as motivational factors in mathematics attainment, TIMSS 2003 - self-koncept i ciljevi učenja kao motivacioni činioci matematičkog postignuća učenika",
pages = "167-155",
number = "2-3",
volume = "53",
url = "https://hdl.handle.net/21.15107/rcub_ipir_69"
}

Mirkov, S.,& Janjetović, D. D.. (2004). TIMSS 2003 : Self-concept and study aims as motivational factors in mathematics attainment. in Nastava i vaspitanje
Beograd  : Pedagoško društvo Srbije., 53(2-3), 155-167.
https://hdl.handle.net/21.15107/rcub_ipir_69

Mirkov S, Janjetović DD. TIMSS 2003 : Self-concept and study aims as motivational factors in mathematics attainment. in Nastava i vaspitanje. 2004;53(2-3):155-167.
https://hdl.handle.net/21.15107/rcub_ipir_69 .

Mirkov, Snežana, Janjetović, Dragan D., "TIMSS 2003 : Self-concept and study aims as motivational factors in mathematics attainment" in Nastava i vaspitanje, 53, no. 2-3 (2004):155-167,
https://hdl.handle.net/21.15107/rcub_ipir_69 .

TY  - JOUR
AU  - Milošević, Nikoleta
AU  - Janjetović, Dragan D.
PY  - 2003
UR  - http://ipir.ipisr.org.rs/handle/123456789/66
AB  - Findings presented herein are a part of a large international study of primary school final grade student achievement in mathematics and science (TIMSS 2003). Studies were also conducted on the degree of correlation between student family socioeconomic status, mathematical self-concept and achievement in mathematics. Pilot studies, whose findings are discussed comprised 112 seventh-grade students. "Family socioeconomic status" was defined by variables such as the number of family members, economically disadvantaged/affluent home, and parental educational status. "Mathematical self-concept" was defined as one of the more narrow domains of academic self-concept. "Achievement in mathematics" was measured by the test assessing two dimensions of knowledge of mathematics: content and cognitive skills. The analyses of partial correlations indicate that the most significant predictors of achievement in mathematics test are as follows mathematical self-concept, mother’s educational status and some indicators of family socioeconomic status (access to the Internet, number of household members, number of books available at home). Concerning the correlation found between family characteristics and mathematical self-concept and achievement in mathematics, the developers of current changes in mathematics teaching should not disregard the findings of this study.
AB  - U radu su izloženi nalazi koji predstavljaju deo obimnog međunarodnog istraživanja obrazovnih postignuća učenika završnih razreda osnovnih škola u oblasti matematike i prirodnih nauka (TIMSS 2003). Ispitivan je, pored ostalog, stepen povezanosti socioekonomskog statusa porodice, matematičkog koncepta o sebi i postignuća u matematici učenika završnih razreda osnovne škole. Probnim istraživanjem, o čijim je nalazima reč, obuhvaćeno je 112 učenika VII razreda jedne gradske i jedne prigradske osnovne škole u Beogradu. Matematički koncept o sebi definisan je kao jedan od važnih domena akademskog koncepta o sebi i ispitivan je posebnim upitnikom za učenike. Analiza parcijalnih korelacija ukazuje da su najznačajniji prediktori postignuća na testu iz matematike: matematički koncept o sebi, obrazovni status majke i neki indikatori socioekonomskog statusa porodice (dostupnost interneta, broj članova domaćinstva, broj knjiga u kući). S obzirom na to da je utvrđena povezanost između karakteristika porodice i matematičkog koncepta o sebi sa postignućem u matematici, kreatori aktuelnih promena u nastavi matematike trebalo bi da imaju u vidu i nalaze ovog istraživanja.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Non-intellectual predictors of achievement in mathematics
T1  - Neintelektualni prediktori postignuća u matematici
EP  - 179
IS  - 35
SP  - 166
UR  - https://hdl.handle.net/21.15107/rcub_ipir_66
ER  - 

@article{
author = "Milošević, Nikoleta and Janjetović, Dragan D.",
year = "2003",
abstract = "Findings presented herein are a part of a large international study of primary school final grade student achievement in mathematics and science (TIMSS 2003). Studies were also conducted on the degree of correlation between student family socioeconomic status, mathematical self-concept and achievement in mathematics. Pilot studies, whose findings are discussed comprised 112 seventh-grade students. "Family socioeconomic status" was defined by variables such as the number of family members, economically disadvantaged/affluent home, and parental educational status. "Mathematical self-concept" was defined as one of the more narrow domains of academic self-concept. "Achievement in mathematics" was measured by the test assessing two dimensions of knowledge of mathematics: content and cognitive skills. The analyses of partial correlations indicate that the most significant predictors of achievement in mathematics test are as follows mathematical self-concept, mother’s educational status and some indicators of family socioeconomic status (access to the Internet, number of household members, number of books available at home). Concerning the correlation found between family characteristics and mathematical self-concept and achievement in mathematics, the developers of current changes in mathematics teaching should not disregard the findings of this study., U radu su izloženi nalazi koji predstavljaju deo obimnog međunarodnog istraživanja obrazovnih postignuća učenika završnih razreda osnovnih škola u oblasti matematike i prirodnih nauka (TIMSS 2003). Ispitivan je, pored ostalog, stepen povezanosti socioekonomskog statusa porodice, matematičkog koncepta o sebi i postignuća u matematici učenika završnih razreda osnovne škole. Probnim istraživanjem, o čijim je nalazima reč, obuhvaćeno je 112 učenika VII razreda jedne gradske i jedne prigradske osnovne škole u Beogradu. Matematički koncept o sebi definisan je kao jedan od važnih domena akademskog koncepta o sebi i ispitivan je posebnim upitnikom za učenike. Analiza parcijalnih korelacija ukazuje da su najznačajniji prediktori postignuća na testu iz matematike: matematički koncept o sebi, obrazovni status majke i neki indikatori socioekonomskog statusa porodice (dostupnost interneta, broj članova domaćinstva, broj knjiga u kući). S obzirom na to da je utvrđena povezanost između karakteristika porodice i matematičkog koncepta o sebi sa postignućem u matematici, kreatori aktuelnih promena u nastavi matematike trebalo bi da imaju u vidu i nalaze ovog istraživanja.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Non-intellectual predictors of achievement in mathematics, Neintelektualni prediktori postignuća u matematici",
pages = "179-166",
number = "35",
url = "https://hdl.handle.net/21.15107/rcub_ipir_66"
}

Milošević, N.,& Janjetović, D. D.. (2003). Non-intellectual predictors of achievement in mathematics. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd.(35), 166-179.
https://hdl.handle.net/21.15107/rcub_ipir_66

Milošević N, Janjetović DD. Non-intellectual predictors of achievement in mathematics. in Zbornik Instituta za pedagoška istraživanja. 2003;(35):166-179.
https://hdl.handle.net/21.15107/rcub_ipir_66 .

Milošević, Nikoleta, Janjetović, Dragan D., "Non-intellectual predictors of achievement in mathematics" in Zbornik Instituta za pedagoška istraživanja, no. 35 (2003):166-179,
https://hdl.handle.net/21.15107/rcub_ipir_66 .