dc.contributor | Vasiljevic-Shikaleska, Aneta | |
dc.creator | Mirkov, Snežana | |
dc.creator | Jakšić, Ivana | |
dc.date.accessioned | 2022-05-23T12:15:01Z | |
dc.date.available | 2022-05-23T12:15:01Z | |
dc.date.issued | 2019 | |
dc.identifier.issn | 1857-6095 | |
dc.identifier.issn | 1857-8519 (Online) | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/806 | |
dc.description.abstract | Results of the empirical research of students' beliefs about the nature of
learning and knowledge are presented. The research is based on conceptions on
the multidimensional nature of these beliefs and on findings indicating that these
beliefs influence learning behavior. Students from the University of Belgrade
(N=560) answered Epistemological Questionnaire. Structure, developmental level,
and relations of these beliefs to students' age, year of studies and indicators of
academic success (grades and the number of passed exams) were investigated.
Factor analysis confirmed the existence of four dimensions of these beliefs: 1)
avoiding integration, avoiding ambiguity, and dependence on authority; 2) belief
that learning cannot be learned and that success in learning does not depend on
the effort invested; 3) belief that ability to learn is inborn and that learning is quick
and 4) believing in absolutely certain and unquestionable nature of knowledge.
Low positive correlations were obtained between dimensions. Developmental
level of these beliefs is not related to students' age, but during studies at the
University beliefs become more sophisticated. At beginning years of studying
students’ express beliefs that concentrated effort is a waste of time, that learning
ability is inborn and that learning is quick. Students who express sophisticated
beliefs about learning had higher grades and passed more exams. Results indicate
that development of students' beliefs about learning and knowledge should be
longitudinally investigated. Development of these beliefs from naive to
sophisticated can be influenced. Developing consciousness regarding one's own
beliefs helps competences for living and working in contemporary society to
develop. Encouraging a conceptual change − reorganization of knowledge
structures − is the base for development of beliefs about learning and knowledge.
Students should be included in different experiences during learning process.Improvement of learning process should be aimed to students' beliefs, not only to
behavior. | sr |
dc.language.iso | en | sr |
dc.publisher | Skopje: Integrated Business Faculty | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS// | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS// | sr |
dc.rights | openAccess | sr |
dc.source | Journal of Sustainable Development | sr |
dc.subject | beliefs about learning and knowledge | sr |
dc.subject | university students | sr |
dc.subject | factor analysis | sr |
dc.subject | academic success | sr |
dc.title | University students' beliefs about learning and knowledge | sr |
dc.type | article | sr |
dc.rights.license | ARR | sr |
dc.citation.epage | 55 | |
dc.citation.issue | 23 | |
dc.citation.spage | 44 | |
dc.citation.volume | 9 | |
dc.description.other | E-mail addresses: smirkov@ipi.ac.rs (S. Mirkov), ivanamjaksic@gmail.com (I. Jaksic) | sr |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/2458/University_students_beliefs_about_learning_and_knowledge_2019.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_806 | |
dc.type.version | publishedVersion | sr |