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2013, vol. 62, br. 1, str. 5-24
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Motivacija za učenje i prokrastinacija kao prediktori podbacivanja učenika u školi
Motivation for learning and procrastination as predictors of students' failures in school
Sažetak
Rad nudi prikaz istraživanja koje pretenduje da odgovori na pitanje Apstrakt da li između grupa podbacivača različitih nivoa sposobnosti i uspešnih učenika postoje razlike u vrsti motivacije i stepenu prokrastinacije, te u kojoj meri pomenute varijable predviđaju podbacivanje u školskim okvirima. Nakon preliminarnog testiranja srednjoškolaca baterijom testova inteligencije KOG3, u konačan uzorak je uključeno 267 učenika od 1. do 4. razreda, raspoređenih u tri grupe: uspešni učenici natprosečnih sposobnosti (IQ iznad 120, prosečna ocena iznad 4,50), daroviti podvacivači (IQ iznad 120, prosečna ocena ispod 4,50) i prosečni podbacivači (IQ u rasponu 90-110, prosečna ocena ispod 3,50). Na ovako selekcionisanom uzorku primenjen je upitnik za ispitivanje motivacije (MZU), koji ima uporište u teoriji samoodređenja, kao i skala prokrastinacije (GPS), koja nudi opštu meru odlaganja kao oblika ponašanja. Dobijeni rezultati sugerišu da su kod uspešnih učenika više izražene produktivnije forme motivacije, poput autonomne ekstrinzične i intrinzične motivacije, dok podbacivače karakteriše naglašenija opšta sklonost ka odlaganju aktivnosti koje vode ka cilju. S druge strane, razlike između podbacivača visokih sposobnosti i prosečnih podbacivača nisu dobijene ni u jednoj vrsti motivacije, niti u sklonosti ka prokrastinaciji. Rezultati kategorijalne regresione analize pokazali su da je prediktorski set varijabli koji udružuje različite oblike motivacije i prokrastinaciju umereno povezan sa školskim uspehom, odnosno podbacivanjem, dok parcijalni doprinosi pojedinačnih prediktora ističu značaj eksterne motivacije za objašnjenje podbacivanja. / (ruski) V cmam'e daetsja obzor issledovanij, kotorye prizvany omeemum' na Rezmme vopros o tom, sucestvuet li raznica meždu gruppami neuspevaemyh učenikov različnyh urovnej sposobnostej i uspešnyh učenikov v tipe motivacii i stepeni promedlenija, i v kakoj mere upomjanutye peremennye prognozirujutt neuspevaemost' v škole. Posle nredvoritel'nogo testirovanija učacihsja srednej školy s primeneniem batarei testov intellekta KOG3, okončatel'naja vyborka vključala 267 učenikov, s pervogo po četvertyj klassy, razdelennyh na tri gruppy: uspešnye učeniki vyše srednih sposobnostej (IQ vyše 120, srednij ball vyše 4,50), ne očen' uspešnye odarennye učeniki (IQ vyše 120, srednij ball niže 4,50) i srednie učeniki (IQ 90-110, srednjaja ocenka niže 3,50). Zatem učeniki zapolnili voprosnik dlja issledovanija motivacii (MZU), kotoryj uhodit svoimi kornjami v teorii samoopredelenija, a takže i škalu promedlenija (GPS), kotoraja pozvoljaet opredelit' obšuju meru zaderžki kak formu povedenija. Polučennye rezul'taty pokazyvajut, čto u uspešnyh učenikov bolee vyraženy produktivnye formy motivacii, takie, kak avtonomnaja vnešnjaja i vnutrenjaja motivacija, v to vremja, kak neuspevaemyh učenikov harakterizuet vyražennaja obcaja tendencija otložit' vedušuju k celi dejatel'nost'. S drugoj storony, različija v ljuboj motivacii meždu vtoroj i tretej gruppami učenikov ne obnaruženy. Rezul'taty kategorial'nogo regressivnogo analiza pokazali, čto nabor pokazatelej peremennyh, kotoryj sočetaet v sebe različnye formy motivacii, umerenno svjazan s škol'nym uspehom ili neuspehom, a častičnye vlijanija otdel'nyh pokazatelej podčerkivajut važnost' vnešnej motivacii.
Abstract
The paper offers an account of a research intended to answer the question Abstract whether among the groups of failing students with different levels of abilities and successful students there are differences in motivation and the level of procrastination, and to which extent the mentioned variables can predict failing in school. After a preliminary testing of students with a battery of intelligence tests KOG3, the final sample included 267 students from the first to the fourth grades of elementary school, who were divided in three groups: successful students with above-average abilities (IQ above 120, average school marks above 4.50), talented failing students (IQ above 120, average school marks below 4.50), and average failing students (IQ from 90 - 110, average school marks below 3.50). The respondents, selected according the above criteria, filled in the questionnaire for examining motivation which is based on the theory of self-placement, as well as the scale of procrastination (PASS) which determines a general measure of postponement as a feature of behaviour. The obtained results suggest that successful students show more productive forms of motivation, like autonomous intrinsic and extrinsic motivation, while failing students are characterized by a general tendency to postpone the activities that lead towards a goal. On the other hand, there were no differences between the high-ability failing students and average-ability failing students regarding either the type of motivation or the tendency to procrastination. The results of the category regressional analysis showed that the predictive set of the variables which combines different forms of motivation and procrastination are moderately linked with academic success, i.e. failing, while partial contributions of individual predictors stress the importance of external motivation for explaining failures.
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