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Учење из перспективе ученика: синтеза емпиријских налаза

Thumbnail
2015
Ucenje_iz_perspektive_ucenika_2015.pdf (3.504Mb)
Authors
Мирков, Снежана
Contributors
Лазаревић, Емилија
Стевановић, Јелена
Станковић, Дејан
Book part (Published version)
Metadata
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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 l...earning. 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.

Keywords:
learning process / self-regulation / students’ perspectives / learning goals / learning strategies / self-concept
Source:
Нове улоге за ново доба : Прилози за редефинисање образовне праксе, 2015, 113-131
Publisher:
  • Београд : Институт за педагошка истраживања
Funding / projects:
  • Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)
Note:
  • Назив збирке: Библиотека "Педагошка теорија и пракса” 41

Cobiss ID: 216632844

ISBN: 978-86-7447-125-8

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_ipir_777
URI
http://ipir.ipisr.org.rs/handle/123456789/777
Collections
  • Radovi istraživača / Researchers’ publications
  • Biblioteka "Pedagoška teorija i praksa"
Institution/Community
IPI
TY  - CHAP
AU  - Мирков, Снежана
PY  - 2015
UR  - http://ipir.ipisr.org.rs/handle/123456789/777
AB  - 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.
PB  - Београд : Институт за педагошка истраживања
T2  - Нове улоге за ново доба : Прилози за редефинисање образовне праксе
T1  - Учење из перспективе ученика: синтеза емпиријских налаза
EP  - 131
SP  - 113
ER  - 
@inbook{
author = "Мирков, Снежана",
year = "2015",
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.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "Нове улоге за ново доба : Прилози за редефинисање образовне праксе",
booktitle = "Учење из перспективе ученика: синтеза емпиријских налаза",
pages = "131-113"
}
Мирков, С.. (2015). Учење из перспективе ученика: синтеза емпиријских налаза. in Нове улоге за ново доба : Прилози за редефинисање образовне праксе
Београд : Институт за педагошка истраживања., 113-131.
Мирков С. Учење из перспективе ученика: синтеза емпиријских налаза. in Нове улоге за ново доба : Прилози за редефинисање образовне праксе. 2015;:113-131..
Мирков, Снежана, "Учење из перспективе ученика: синтеза емпиријских налаза" in Нове улоге за ново доба : Прилози за редефинисање образовне праксе (2015):113-131.

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