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University students’ motivation and learning strategies from the perspective of self-regulated learning

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2021
bitstream_2009.pdf (3.454Mb)
Аутори
Vujačić, Milja
Stanišić, Jelena
Mirkov, Snežana
Остала ауторства
Gutvajn, Nikoleta
Stanišić, Jelena
Radović, Vera
Поглавље у монографији (Објављена верзија)
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Апстракт
In the chapter Student motivation and learning strategies from the perspective of self-regulated learning, the authors Milja Vujačić, Jelena Stanišić and Snežana Mirkov start from Pintrič’s model of self-regulated learning and examine the relationship between student motivation and learning strategies, and whether they are related to academic achievement (current average grade at studies), field of studying, and gender. The research included 520 respondents of all years of study from the faculties of arts and faculties of natural and social sciences of the Universities of Belgrade, Novi Sad, Niš and Kragujevac. For collecting data on motivational orientations of students and strategies they use while learning study programs, the authors used the Motivated Strategies for Learning Questionnaire (MSLQ). The results obtained in this research confirmed that for achieving learning success it is important for students to be motivated and to achieve a certain level of self-regulatio...n by using different learning strategies; individual forms of motivation have importance in prediction of different self-regulation strategies; at University level, rehearsal as a learning strategy has a lower potential of leading to success than learning strategies that require higher level of cognitive engagement; and female students, when compared to male students, use different cognitive and metacognitive strategies to a greater extent. The authors see the key implications of research in the need for teaching practice at faculties to be based, as much as possible, on modern theories of development and the learning process, which lie in the basis of self-regulation as a necessary aspect of the learning process, personal development, and success of an individual.

Кључне речи:
student / motivation / learning / model of self-regulated learning / earning strategies
Извор:
Problems and perspectives of contemporary education, 2021, 273-294
Издавач:
  • Belgrade : Institute for Educational Research
Финансирање / пројекти:
  • Министарство просвете, науке и технолошког развоја Републике Србије, Уговор бр. 200018 (Институт за педагошка истраживања, Београд) (RS-200018)
Напомена:
  • Collection name: Library "Pedagogical theory and practice" 52
  • Naziv zbrike "Pedagoška teorija i praksa" 52

ISBN: 978-86-7447-157-9

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_ipir_668
URI
http://ipir.ipisr.org.rs/handle/123456789/668
Колекције
  • Radovi istraživača / Researchers’ publications
  • Biblioteka "Pedagoška teorija i praksa"
Институција/група
IPI
TY  - CHAP
AU  - Vujačić, Milja
AU  - Stanišić, Jelena
AU  - Mirkov, Snežana
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/668
AB  - In the chapter Student motivation and learning strategies from the perspective
of self-regulated learning, the authors Milja Vujačić, Jelena Stanišić and Snežana Mirkov start from Pintrič’s model of self-regulated learning and examine the
relationship between student motivation and learning strategies, and whether
they are related to academic achievement (current average grade at studies), field
of studying, and gender. The research included 520 respondents of all years of
study from the faculties of arts and faculties of natural and social sciences of the
Universities of Belgrade, Novi Sad, Niš and Kragujevac. For collecting data on
motivational orientations of students and strategies they use while learning study
programs, the authors used the Motivated Strategies for Learning Questionnaire
(MSLQ). The results obtained in this research confirmed that for achieving learning
success it is important for students to be motivated and to achieve a certain level of
self-regulation by using different learning strategies; individual forms of motivation
have importance in prediction of different self-regulation strategies; at University
level, rehearsal as a learning strategy has a lower potential of leading to success
than learning strategies that require higher level of cognitive engagement; and
female students, when compared to male students, use different cognitive and
metacognitive strategies to a greater extent. The authors see the key implications
of research in the need for teaching practice at faculties to be based, as much
as possible, on modern theories of development and the learning process, which
lie in the basis of self-regulation as a necessary aspect of the learning process,
personal development, and success of an individual.
PB  - Belgrade : Institute for Educational Research
T2  - Problems and perspectives of contemporary education
T1  - University students’ motivation and learning strategies from the perspective of self-regulated learning
EP  - 294
SP  - 273
UR  - https://hdl.handle.net/21.15107/rcub_ipir_668
ER  - 
@inbook{
author = "Vujačić, Milja and Stanišić, Jelena and Mirkov, Snežana",
year = "2021",
abstract = "In the chapter Student motivation and learning strategies from the perspective
of self-regulated learning, the authors Milja Vujačić, Jelena Stanišić and Snežana Mirkov start from Pintrič’s model of self-regulated learning and examine the
relationship between student motivation and learning strategies, and whether
they are related to academic achievement (current average grade at studies), field
of studying, and gender. The research included 520 respondents of all years of
study from the faculties of arts and faculties of natural and social sciences of the
Universities of Belgrade, Novi Sad, Niš and Kragujevac. For collecting data on
motivational orientations of students and strategies they use while learning study
programs, the authors used the Motivated Strategies for Learning Questionnaire
(MSLQ). The results obtained in this research confirmed that for achieving learning
success it is important for students to be motivated and to achieve a certain level of
self-regulation by using different learning strategies; individual forms of motivation
have importance in prediction of different self-regulation strategies; at University
level, rehearsal as a learning strategy has a lower potential of leading to success
than learning strategies that require higher level of cognitive engagement; and
female students, when compared to male students, use different cognitive and
metacognitive strategies to a greater extent. The authors see the key implications
of research in the need for teaching practice at faculties to be based, as much
as possible, on modern theories of development and the learning process, which
lie in the basis of self-regulation as a necessary aspect of the learning process,
personal development, and success of an individual.",
publisher = "Belgrade : Institute for Educational Research",
journal = "Problems and perspectives of contemporary education",
booktitle = "University students’ motivation and learning strategies from the perspective of self-regulated learning",
pages = "294-273",
url = "https://hdl.handle.net/21.15107/rcub_ipir_668"
}
Vujačić, M., Stanišić, J.,& Mirkov, S.. (2021). University students’ motivation and learning strategies from the perspective of self-regulated learning. in Problems and perspectives of contemporary education
Belgrade : Institute for Educational Research., 273-294.
https://hdl.handle.net/21.15107/rcub_ipir_668
Vujačić M, Stanišić J, Mirkov S. University students’ motivation and learning strategies from the perspective of self-regulated learning. in Problems and perspectives of contemporary education. 2021;:273-294.
https://hdl.handle.net/21.15107/rcub_ipir_668 .
Vujačić, Milja, Stanišić, Jelena, Mirkov, Snežana, "University students’ motivation and learning strategies from the perspective of self-regulated learning" in Problems and perspectives of contemporary education (2021):273-294,
https://hdl.handle.net/21.15107/rcub_ipir_668 .

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