@conference{
author = "Srbinovski, Mile and Milenkova, Liljana",
year = "2020",
abstract = "Razvoj teorija motivacije je relativno nova pojava jer potiče iz dvadesetog veka. Motivacija za učenje
istraživana je u okviru različitih teorija motivacije.U ovom istraživanju motivacija za učenjeje definisana
kao želja za učenjem koja kod studenta postoji kada započinje studije medicine. Strategije učenja
određuju pristup postizanju ciljeva učenja. Neke od tehnika upravljanja vremenom, čitanja, pravljenja
beležaka i pisanja zadataka predstavljaju teorijski pristup strategijama učenja u ovom istraživanju.
Cilj ove studije bio je da se ispita odnos motivacije, strategije učenja i akademskog postignuća kod
studenata medicine. Instrument tipa da-nedizajniran je za prikupljanje podataka. Intenzitet motivacije
određen je subjektivnom procenom studenata na dva nivoa. Broj stavki za potkategoriju koja se
odnosi na strategije učenja je 17 (Cronbachova alfa: 0,60). Ocena o intenzitetu motivacije i strategijama
učenja izračunata je na osnovu ukupnih bodova za svaku stavku. Akademski uspeh izračunat je
u vidu proseka ocena. Studija je sprovedena na uzorku od 224 studenta (169 devojaka, 55 mladića)
sa Medicinskog fakulteta Univerziteta Sv. Kiril i Metodije u Skoplju, Republika Severna Makedonija.
Ispitanici su na pitanja odgovarali elektronskim putem (u februaru 2020. godine). Istraživanje je bilo
anonimno i dobrovoljno. Oko 60% studenata motivisano je za studije medicinskih nauka. Gotovo svi
ispitanici primenjuju strategije učenja na srednjem nivou (69,64%). Otkrili smo umerenu povezanost
motivacije i akademskog postignuća učenika (r = ,35), strategije učenja i akademskog postignuća
učenika (r = ,33), motivacije i strategija učenja učenika (r = ,32). Rezultati ovog istraživanja ukazuju na
to da je potrebno uvesti procedure u nastavnu praksu na studijama medicine, kako bi se razvio veći
stepen motivacije za učenje kod studenata i efikasnije strategije učenja., The development of theories of motivation is a fairly recent phenomenon dating back only to the
twentieth century. Motivation to learn has been explored within different theories of motivation. In
this research motivation to learn is defined as “desire to learn which a student takes with themselves to
the studies of medicine”. Learning strategies determine the approach for achieving learning objectives.
Some of the techniques for managing time, reading, making notes, and writing assignments are
theoretical approach to learning strategies in this research. The objective of this study was to examine
relationship between motivation, learning strategy and academic achievement among medical
students. A “yes-no” type instrument was designed for data collection. The intensity of motivation is
determined by a subjective assessment of students at two levels. The number of items for subscale
for learning strategies is 17 (Cronbach’s alpha, 0.60). The score on motivation intensity and learning
strategies is calculated by total points for each item. Academic performance was calculated in the
form of grade point average. The study was conducted on a sample of 224 students (169 females,
55 male) from the Faculty of Medicine at Ss. Cyril and Methodius University in Skopje, Republic of
North Macedonia. Respondents answered the questions electronically in February, 2020. The survey
was anonymous and voluntary. About 60% of students are motivated to study medical sciences.
Almost all respondents practice effective learning at the middle-level (69.64%). We found moderate
correlation between motivation and students’ academic achievement (r=.35), learning strategies and
academic achievement (r=.33), and motivation and learning strategies (r=.32). The results of this
research indicate the need for introducing procedures in teaching practice of medical studies in order
to develop a greater degree of students’ motivation to learn and more effective learning strategies.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Motivacija u obrazovanju između teorije i prakse",
title = "Povezanost motivacije, strategija učenja i akademskog postignuća studenata, Relationship between motivation, learning strategies and students’ academic achievement",
pages = "37-36",
url = "https://hdl.handle.net/21.15107/rcub_ipir_494"
}
