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dc.contributorVasiljevic-Shikaleska, Aneta
dc.creatorMirkov, Snežana
dc.creatorJakšić, Ivana
dc.date.accessioned2022-05-23T12:15:01Z
dc.date.available2022-05-23T12:15:01Z
dc.date.issued2019
dc.identifier.issn1857-6095
dc.identifier.issn1857-8519 (Online)
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/806
dc.description.abstractResults 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.isoensr
dc.publisherSkopje: Integrated Business Facultysr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS//sr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//sr
dc.rightsopenAccesssr
dc.sourceJournal of Sustainable Developmentsr
dc.subjectbeliefs about learning and knowledgesr
dc.subjectuniversity studentssr
dc.subjectfactor analysissr
dc.subjectacademic successsr
dc.titleUniversity students' beliefs about learning and knowledgesr
dc.typearticlesr
dc.rights.licenseARRsr
dc.citation.epage55
dc.citation.issue23
dc.citation.spage44
dc.citation.volume9
dc.description.otherE-mail addresses: smirkov@ipi.ac.rs (S. Mirkov), ivanamjaksic@gmail.com (I. Jaksic)sr
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/2458/University_students_beliefs_about_learning_and_knowledge_2019.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_ipir_806
dc.type.versionpublishedVersionsr


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