Jakšić, Mirna and Vizek Vidović, Vlasta (2008) Ciljevi postignuća, percepcija kompetentnosti, spol i strategije učenja u općem akademskom kontekstu. Suvremena psihologija, 11 (1). pp. 7-24. ISSN 1331-9264 (Print)
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Abstract
Cilj ovog istraživanja bio je ispitati odnos ciljeva postignuća s percepcijom osobne kompetentnosti i spolom te upotrebom različitih strategija učenja kod studenata u općem akademskom kontekstu. Pokušali smo odgovoriti na pitanje mogu li se ciljevi postignuća u okviru 2 × 2 modela te njihovi odnosi s pretpostavljenim antecedentima i posljedicama održati i na globalnoj razini akademskog postignuća i motivacije. Istraživanje je provedeno na studentima Kineziološkog fakulteta u Zagrebu (N = 199). Percipirana kompetentnost pokazala se kao pozitivan prediktor cilja ovladavanja zadatkom putem uključivanja i upotrebe svih strategija učenja, te negativan prediktor cilja ovladavanja zadatkom putem izbjegavanja. Spol nije imao značajan doprinos predikciji ciljeva postignuća, ali se pokazao kao značajan prediktor strategija razumijevanja te traženja podrške i samousmjeravanja. Cilj ovladavanja zadatkom putem uključivanja pokazao se kao pozitivan prediktor svih strategija učenja te je utvrđen i njegov posredujući učinak na povezanost spola i percipirane kompetentnosti sa strategijom traženja podrške i samousmjeravanja. Cilj izvedbe putem uključivanja pokazao se kao pozitivan prediktor kritičkog razmišljanja i primjene te odsutnosti poteškoća pri učenju. Cilj izvedbe putem izbjegavanja negativan je prediktor odsutnosti poteškoća pri učenju. U raspravi se navode implikacije nalaza za primjenu u akademskoj praksi. (IN ENGLISH: The aim of this study was to examine relations between achievement goals, percieved competence, gender and the use of learning strategies among college students in a general academic context. We wanted to see if achievement goals according to the 2 × 2 achievement goal framework and their relations with assumed antecedents and consequences would be obtained on a global level of academic achievement and motivation. Participants were students of the Faculty of Kinesiology in Zagreb (N = 199). Percieved competence was a positive predictor of mastery-approach goal , all learning strategies and a negative predictor of mastery-avoidance goal. Gender did not contribute significantly to achievement goals' prediction. Gender was a significant predictor of strategies of comprehension, seeking support and self-regulation. Mastery-approach goal was a significant positive predictor of all learning strategies and showed a mediational effect on the relation between gender and percieved competence, strategy of seeking support and self-regulation. Performance-approach goal was a positive and performance-avoidance goal a negative predictor of absence of learning difficulties. Performance-approach goal was also a positive predictor of critical thinking and practical use. Practical implications are discussed.)
| Item Type: | Article |
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| Additional Information: | Title in English: Achievement goals, percieved competence, gender and learning strategies in a general academic context. |
| Uncontrolled Keywords: | Ciljevi postignuća, kompetentnost, spol, strategije učenja (achievement goals, competence, gender, learning strategies) |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology |
| Depositing User: | Karolina Vranješ |
| Date Deposited: | 02 Oct 2015 13:00 |
| Last Modified: | 02 Oct 2015 13:00 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/348 |
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