Povezanost motivacijskih uvjerenja sa strategijama učenja i uključenosti učenika u učenje i nastavu biologije

master's thesis

• Title (english): The relationship betveen motivational beliefs, learning strategies and student engagement in biology
• Author: Maja Kotarski
• Mentor: Andreja Brajša-Žganec (mentor)
• Committee member: Dario Vučenović (predsjednik povjerenstva)
• Committee member: Ana Petak (član povjerenstva)
• Committee member: Andreja Brajša-Žganec (član povjerenstva)
• Granter: University of Zagreb; Faculty of Croatian Studies; (Department of Psychology); Zagreb
• Defense date and country: 2019-09-09, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology

Abstract

Cilj ovog istraživanja bio je ispitati odnos motivacijskih uvjerenja (samoefikasnost i subjektivna vrijednost) sa strategijama učenja i uključenošću učenika u učenje i nastavu biologije. U istraživanju je sudjelovalo 199 učenika drugih i trećih razreda triju općih gimnazija s područja Krapinsko-zagorske županije. Podaci su prikupljani odlaskom u svaku gimnaziju gdje su učenici ispunjavali upitnik koji je sadržavao četiri mjerna instrumenta: Skalu samoefikasnosti, Skalu subjektivnih vrijednosti, Skalu uključenosti u nastavu biologije i Skalu strategija učenja te su prikupljeni i neki sociodemografski podaci. Korišteni skup prediktorskih varijabli (spol, dob, prosjek ocjena na kraju prošle školske godine, samoefikasnost i subjektivna vrijednost) objasnio je tek dio varijance kriterijskih varijabli, a prema rezultatima hijerarhijske regresijske analize to je 23.7% varijance bihevioralne i 40.9% kognitivne uključenosti, 26% varijance strategija (meta)kognitivne kontrole tijeka, 22.4% varijance dubokog kognitivnog procesiranja i 25.9% varijance površinskog kognitivnog procesiranja. Rezultati pokazuju kako je subjektivna vrijednost najznačajniji samostalni prediktor bihevioralne i kognitivne uključenosti te strategija dubokog kognitivnog procesiranja. Za strategije ciklusa (meta)kognitivne kontrole učenja kao najznačajniji samostalni prediktor pokazao se spol, a za strategije površinskog kognitivnog procesiranja prosjek ocjena na kraju prošle školske godine. Iako je prema prethodnim istraživanjima očekivano da će samoefikasnost biti značajan prediktor za sve kriterijske varijable, prema rezultatima je pokazano da je važan prediktor samo strategija površinskog kognitivnog procesiranja.

Abstract (english)

The aim of this study was to examine relations of motivation beliefs (self-efficacy and subjective value), learning strategies and student engagement in biology. The participants were 199 second and third grade students from three high school in Krapina-zagorje county. In each school the students filled out the quesstionare which contained four measuring instruments: Self-efficacy scale, Subjective task values scale, Student engagement in biology scale, Learning Strategies Scale and some general information. The set of predictor variables used (gender, age, grade point average, self-efficacy, subjective value) explained only the part of variance of criterian variables and according to results of the hierarchical regression analysis that was 23.7% variance of bihevioral and 40.9% variance of cognitive engagement, 26% variance of strategies of cycles of metacognitive control, 22.4% variance of strategies of deep cognitive processing and 25.9% variance of strategies of surface cognitive processing. The results have shown that the subjective value explained the largest part of variance of bihevioral and cognitive engagement and strategies of deep cognitive processing. For strategies of cycles of metacognitive control, gender explained the largest part of variance and for strategies of surface cognitive processing that was the grade point average at the end of last school year. Although the previously studies indicated that the self-efficacy is significantly predictor for all of criteria variables, the results od this study showed that it is important for only strategies of surface cognitive processing.

• Keywords: motivacijska uvjerenja; uključenost u nastavu; strategije učenja; biologija
• Keywords (english): motivational beliefs; student engagement; learning strategies; biology
• Language: croatian
• URN:NBN: urn:nbn:hr:111:007174
• 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: 2020-01-14 10:05:11