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Ciljevi učenja koje studenti postavljaju: struktura i odnosi sa samoopažanjem i primenom strategija učenja
University students’ learning goals: structure and relationships with self-perceptions and use of learning strategies
dc.contributor | Lalić-Vučetić, Nataša | |
dc.contributor | Gundogan, Dragana | |
dc.contributor | Radanović, Ana | |
dc.creator | Mirkov, Snežana | |
dc.date.accessioned | 2021-06-14T10:29:53Z | |
dc.date.available | 2021-06-14T10:29:53Z | |
dc.date.issued | 2020 | |
dc.identifier.isbn | 978-86-7447-151-7 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/493 | |
dc.description.abstract | Ciljevi koje učenici sami postavljaju u učenju odražavaju njihove namere i imaju motivacionu ulogu. Ranija istraživanja su potvrdila da je postavljanje ciljeva povezano sa opažanjem sopstvenih sposobnosti i da lični ciljevi utiču na izbor i način primene strategija učenja. Izvršeno je empirijsko istraživanje zasnovano na perspektivi pristupa učenju. Cilj istraživanja je da se ispitaju struktura ciljeva koje studenti postavljaju sebi u učenju i odnosi ciljeva sa načinima na koje studenti opažaju sopstvene kompetencije, kao i sa strategijama koje primenjuju u učenju. Preciznije utvrđivanje odnosa između različitih ciljeva i strategija koje studenti primenjuju u učenju, na uzorku koji nije činio deo prethodnih istraživanja, omogućava produbljivanje znanja o procesu učenja na osnovu kojih se može usavršavati nastavni proces. Uzorak je činilo 448 studenata od prve do četvrte godine Ekonomskog fakulteta Univerziteta u Beogradu. Primenjeni su postojeći instrumenti: Upitnik o ciljevima i strategijama učenja i dve skale iz Instrumenta za procenu samoevaluativnog sistema. Ispitana je struktura ciljeva, a zatim odnosi ciljeva sa indikatorima selfkoncepta i sa strategijama koje studenti primenjuju u učenju. Analizom glavnih komponenata dobijeno je pet faktora: 1) Intrinzična interesovanja i usmerenost na razumevanje; 2) Izbegavanje napora; 3) Visoke aspiracije; 4) Poređenje sa drugima i 5) Samopotvrđivanje (samoprovera). Na osnovu Pirsonovog koeficijenta korelacije utvrđeno je da su pozitivna opažanja sopstvene kompetentnosti i sopstvenih intelektualnih sposobnosti povezana sa intrinzičnim interesovanjima i sa nastojanjem da se razume gradivo koje se uči. Dubinski ciljevi su povezani sa strategijama proširivanja znanja, razumevanja i integracije. Visoke aspiracije su povezane sa težnjom da se gradivo razume i integriše u smislene celine. Zaključeno je da je postavljanje dubinskih ciljeva učenja povezano sa pozitivnim samoopažanjem, a usmerenost na dubinske ciljeve i usmerenost na postignuće vode ka primeni dubinskih strategija učenja. Na osnovu dobijenih rezultata izvedene su implikacije za nastavu: podsticanjem doživljaja kompetentnosti i pozitivnog opažanja sopstvenih intelektualnih sposobnosti, podsticanjem intrinzičnih interesovanja, ali i visokih aspiracija kroz nastavni proces može se doprineti primeni strategija proširivanja znanja, razumevanja i integracije, koje vode ka sticanju kvalitetnijih znanja. | sr |
dc.description.abstract | The goals that students set themselves in learning reflect their intentions and have a motivational role. Previous research has confirmed that goal setting is related to perceptions of one’s abilities and that personal goals influence choice and use of learning strategies. An empirical research based on the SAL perspective (students’ approaches to learning) was conducted. The goal was to examine the structure of goals that students set in learning and relationship between goals and students’ self-perceptions of their own competencies and learning strategies they use. More precise determination of relationship between different goals and strategies that students apply in learning, on a sample that was not included in previous research, allows deepening the knowledge about learning process on the basis of which the teaching process can be improved. The sample included 448 students from the first to the fourth year of the Faculty of Economics, University of Belgrade. The existing instruments were applied: Questionnaire on learning goals and strategies, and two scales from the Self-evaluation system assessment tool. The structure of goals was examined, and then relationships of the goals with self-concept indicators and learning strategies that students use. The Principal components analysis confirmed five first-order factors: 1) Intrinsic interests and orientation to understanding; 2) Avoiding effort; 3) High aspirations; 4) Comparison with others and 5) Selfaffirmation (self-verification). Based on Pearson’s correlation coefficient, positive perceptions of one’s own competence and one’s intellectual abilities were found to be related to intrinsic interests and an orientation to understanding. Deep goals correlate with strategies oriented to expanding knowledge, understanding and integration. High aspirations correlate with understanding and integration strategies. It was concluded that setting deep goals is associated with positive self-perception, and that orientation to deep goals and achievement leads to the use of deep strategies. Based on the obtained results, implications for teaching are derived: encouraging experience of competence and positive perception of one’s own intellectual abilities, fostering intrinsic interests, as well as high aspirations through teaching process, can contribute to use of strategies of expanding knowledge, understanding and integration, leading to acquisition of higher quality knowledge. | sr |
dc.language.iso | sr | sr |
dc.language.iso | en | sr |
dc.publisher | Beograd : Institut za pedagoška istraživanja | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/inst-2020/200018/RS// | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Motivacija u obrazovanju između teorije i prakse | sr |
dc.subject | ciljevi učenja | sr |
dc.subject | studenti | sr |
dc.subject | selfkoncept | sr |
dc.subject | strategije učenja | sr |
dc.subject | learning goals | sr |
dc.subject | university students | sr |
dc.subject | self-concept | sr |
dc.subject | learning strategies | sr |
dc.title | Ciljevi učenja koje studenti postavljaju: struktura i odnosi sa samoopažanjem i primenom strategija učenja | sr |
dc.title | University students’ learning goals: structure and relationships with self-perceptions and use of learning strategies | sr |
dc.type | conferenceObject | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 35 | |
dc.citation.spage | 34 | |
dc.description.other | Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" | sr |
dc.description.other | Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice" | |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/1364/Ciljevi_ucenja_2020.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_493 | |
dc.type.version | publishedVersion | sr |