Empirical study of the structure of learning habits and techniques

Abstract

In the context of a broader study aimed at establishing interrelations between learning habits and techniques and students' school achievement, 399 students of Belgrade elementary schools were examined. Factorial analysis of the applied Inventory of learning habits and techniques, designed for the purpose of this study, was carried out. The instrument consisted of 76 items grouped into seven diagnostic categories that were empirically tested. Based on the obtained correlation between items and factors, eight factors of the second order were determined: feel of learning competence, attitude towards school, attitude towards learning, planning of learning and constancy of place and time for learning, learning with understanding, behavior during a class, conditions of learning and self-discipline in learning. The obtained factors were determined based on the items most represented in factors in terms of characteristic statements, being modified responses to questions posed in a questionnaire. Further empirical studies of the obtained factors are necessary, considering they point out that learning procedures and attitudes correlate with other personality characteristics and learning context. The findings are consistent with those previously reported that indicate the necessity for developing more general learning strategies and approaches to problem solving, applicable to various learning contents and situations, and for individualized approach to developing such strategies in student behavior.

U okviru jednog obimnijeg istraživanja, usmerenog na utvrđivanje veza između navika i tehnika učenja i školskog postignuća učenika, ispitano je 399 učenika beogradskih osnovnih škola. Izvršena je faktorska analiza primenjenog Inventara navika i tehnika učenja koji je sastavljen za potrebe ovog ispitivanja. Instrument se sastojao od 76 ajtema, grupisanih u sedam dijagnostičkih kategorija koje su podvrgnute empirijskoj proveri. Na osnovu dobijenih korelacija ajtema sa faktorima, definisano je osam faktora drugog reda: Osećanje kompetentnosti za učenje, Odnos prema školi, Odnos prema učenju, Planiranje rada i stalnost vremena i mesta učenja, učenje sa razumevanjem, Ponašanje na času, Uslovi rada i Disciplinovanost u radu. Dobijeni faktori definisani su na osnovu ajtema najzasićenijih faktorom, u vidu karakterističnih tvrdnji koje predstavljaju modifikovane odgovore na pitanja iz upitnika. S obzirom na to da ukazuju na povezanost postupaka u učenju i stavova sa drugim dimenzijama ličnosti i sa kontekstom u kome se učenje odvija, potrebno je dalje empirijsko ispitivanje dobijenih faktora. Dobijeni nalazi su u skladu sa nalazima drugih istraživanja koji ukazuju na potrebu za razvijanjem opštijih strategija učenja i pristupa u rešavanju problema primenljivih na različite sadržaje i situacije učenja, kao i individualizovanog pristupa u razvijanju takvih strategija ponašanja kod učenika.