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Psihološka istraživanja 2013, vol. 16, br. 1, str. 17-27
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Očekivanje kao posrednik u odnosu između strategija učenja i akademskog postignuća kod studenata
Institute of Psychology, Faculty of Philosophy, University "St. Cyril and Methodius", Skopje, Macedonia
e-adresa: surbanovska@yahoo.com
SažetakTema rada je medijaciona uloga motivacione komponente očekivanja (samoefikasnosti i uverenja o kontroli pri učenju) u odnosu između strategija učenja (kognitivnih, metakognitivnih i strategija za upravljanje resursima) i akademskog postignuća. Uzorak je obuhvatio 155 studenata (85 studenata psihologije i 70 studenata arhitekture). Za procenjivanje stepena primene strategija učenja tokom pripreme ispita korišćen je deo o strategijama za učenje iz MSLQ upitnika (Motivated Strategies for Learning Questionnaire). Motivacija za učenje merena je skalom očekivanja koja je deo sekcije o motivaciji u MSLQ. U obradi podataka korišćena je medijacijska analiza. U skladu s predloženim koracima za testiranje posrednih efekata, sproveden je niz regresivnih analiza: prvo, strategije učenja posmatrane su kao prediktor motivacione komponente očekivanja; drugo, strategije učenja posmatrane su kao prediktor akademskog postignuća; i treće, motivaciona komponenta očekivanja korišćena je kao prediktor akademskog postignuća. Pokazuje se da strategije učenja indirektno utiču na akademsko postignuće preko motivacione komponente očekivanja (Sobel test=2.18; p=.029). Ističe se da studente treba podsticati da koriste strategije učenja u usvajanju znanja.
Ključne reči
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