Ispitna anksioznost, opća samoefikanost i ciljne orijetacije kao prediktori strategija učenja

master's thesis

• Title (english): Exam anxiety, general self efficacy and goal orientazion as predictors of herming strategies
• Author: Kristina Karasman
• Mentor: Nina Pavlin Bernardić (mentor)
• Committee member: Anita Lauri Korajlija (predsjednik povjerenstva)
• Committee member: Andrea Vranić (član povjerenstva)
• Committee member: Nina Pavlin Bernardić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Croatian Studies; (Department of Psychology); Zagreb
• Defense date and country: 2017-09-29, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology

Abstract

Cilj ovog istraživanja bio je utvrditi mogućnost predviđanja strategija učenja učenika srednjih škola na temelju ispitne anksioznosti, opće samoefikasnosti i ciljeva postignuća. U istraživanju je sudjelovalo 390 ispitanika dviju gimnazija. Korišteni mjerni instrumenti bili su Skala ispitne anksioznosti, Skala opće samoefikasnosti, Skala ciljeva postignuća i Skala strategija učenja, čije su glavne komponente površinske strategije učenja, duboke kognitivne strategije učenja i metakognitivne strategije učenja. Rezultati su pokazali da učenici najviše koriste duboke kognitivne i metakognitivne strategije učenja, te svoju samoefikasnost procjenjuju visokom. Razina prosječne ispitne anksioznosti učenika je umjereno visoka, a kao izraženiji ciljevi postignuća pokazali su se cilj ovladavanja putem uključivanja i cilj ovladavanja putem izbjegavanja. Rezultati na skali ispitne anksioznosti i izbjegavanju rada pokazali su se kao prediktori površinskih strategija učenja, u smislu da anksiozni učenici skloni izbjegavanju rada više koriste upravo te strategije. Za duboke kognitivne strategije se pokazalo da ih više koriste stariji učenici s višim prosjekom ocjena koji su samoefikasni, vođeni ciljem ovladavanja putem uključivanja i uz to su anksiozni u ispitnoj situaciji. Cilj izvedbe putem uključivanja, cilj izvedbe putem izbjegavanja i ispitna anksioznost pokazali su se kao pozitivni prediktori metakognitivnih strategija učenja.

Abstract (english)

The aim of this study was to determine whether the test anxiety, general self-efficacy and achievement goals are good predictors of learning strategies in high school students. The study was conducted in two high schools on a sample of 390 students. We used several instruments: Test anxiety scale, General self-efficacy scale, Achievement goal scale and Learning strategies scale, which has three main components: surface level cognitive learning strategies, deep level cognitive learning strategies and metacognitive learning strategies. Results showed that students mostly use deep level cognitive and metacognitive strategies, and report high general self-efficacy. They report moderate levels of test anxiety and mostly have mastery approach and mastery avoidance goals. Results on test anxiety scale and work avoidance goal were found to be significant predictors of surface level cognitive strategies, meaning that anxious students prone to work avoidance use surface level strategies more. Results also show that older students with higher GPA, who score high on general selfefficacy test and mostly hold mastery approach goals, and also report of high level of ctest anxiety are more prone to use deep level cognitive strategies. Also, performance approach goal, performance avoidance goal and test anxiety are significant positive predictors of metacognitive learning strategies.

• Keywords: Ključne riječi: strategije učenja; ispitna anksioznost; samoefikasnost; ciljevi postignuća
• Keywords (english): learning strategies; test anxiety; self-efficacy; achievement goals
• Language: croatian
• URN:NBN: urn:nbn:hr:111:215594
• Study programme: Title: Department of Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2017-10-12 11:24:33