Учење из перспективе ученика: синтеза емпиријских налаза

Abstract

The paper presents the results of a number of empirical studies on different aspects of learning process: on relations between learning habits and techniques and the quality of students’ knowledge, on relations between learning goals and students’ assessments of their own intellectual abilities, on students’ learning goals and strategies and their relations with self-concept and locus of control, on factors which affect academic success, and on the role of self-regulation in approaches to learning. The samples included elementary school students and university students. The obtained results confirmed the joint action of intellectual and non-intellectual factors in achieving success. Students who are oriented to knowledge use understanding strategies and achievement strategies, and self-regulation provides adequate selection and use of various strategies. The results indicate the significance of self-concept and locus of control for setting goals and applying strategies in learning. Intrinsic goals are largely represented among the students who perceive themselves as academically competent. The existence of three approaches to learning – surface approach, deep approach and achievement approach − has been confirmed. Self-regulation works in different ways within different approaches to learning. Indicators of regulation in learning operationalized in different ways contribute to defining deep approach and achievement approach to learning. The results contribute to acquiring a deeper insight in students’ views of learning and their approaches to learning.