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master's thesis
OSNOVNE PSIHOLOŠKE POTREBE KAO PREDIKTOR UČENIČKE UKLJUČENOSTI U NASTAVU
2018. urn:nbn:hr:172:638366
Puljiz, Tea
University of Split
Faculty of Humanities and Social Sciences, University of Split

Cite this document

Puljiz, T. (2018). OSNOVNE PSIHOLOŠKE POTREBE KAO PREDIKTOR UČENIČKE UKLJUČENOSTI U NASTAVU (Master's thesis). Retrieved from https://urn.nsk.hr/urn:nbn:hr:172:638366

Puljiz, Tea. "OSNOVNE PSIHOLOŠKE POTREBE KAO PREDIKTOR UČENIČKE UKLJUČENOSTI U NASTAVU." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, 2018. https://urn.nsk.hr/urn:nbn:hr:172:638366

Puljiz, Tea. "OSNOVNE PSIHOLOŠKE POTREBE KAO PREDIKTOR UČENIČKE UKLJUČENOSTI U NASTAVU." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, 2018. https://urn.nsk.hr/urn:nbn:hr:172:638366

Puljiz, T. (2018). 'OSNOVNE PSIHOLOŠKE POTREBE KAO PREDIKTOR UČENIČKE UKLJUČENOSTI U NASTAVU', Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, accessed 01 April 2023, https://urn.nsk.hr/urn:nbn:hr:172:638366

Puljiz T. OSNOVNE PSIHOLOŠKE POTREBE KAO PREDIKTOR UČENIČKE UKLJUČENOSTI U NASTAVU [Master's thesis]. Split: University of Split, Faculty of Humanities and Social Sciences, University of Split; 2018 [cited 2023 April 01] Available at: https://urn.nsk.hr/urn:nbn:hr:172:638366

T. Puljiz, "OSNOVNE PSIHOLOŠKE POTREBE KAO PREDIKTOR UČENIČKE UKLJUČENOSTI U NASTAVU", Master's thesis, University of Split, Faculty of Humanities and Social Sciences, University of Split, Split, 2018. Available at: https://urn.nsk.hr/urn:nbn:hr:172:638366

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Metadata
TitleOSNOVNE PSIHOLOŠKE POTREBE KAO PREDIKTOR UČENIČKE UKLJUČENOSTI U NASTAVU
Title (english)BASIC PSYCHOLOGICAL NEEDS AS PREDICTORES OF STUDENTS´ SCHOOL ENGAGEMENT
AuthorTea Puljiz
MentorAndreja Bubić (mentor)
Committee memberAndreja Bubić (predsjednik povjerenstva)
Committee memberSani Kunac (član povjerenstva)
Committee memberBruno Barać (član povjerenstva)
GranterUniversity of Split
Faculty of Humanities and Social Sciences, University of Split
Split
Defense date and country2018-09-11, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
Abstract
Cilj ovog istraživačkog rada bio je ispitati odnos između zadovoljenja psiholoških potreba učenika i uključenosti učenika tijekom procesa učenja i poučavanja. U prvom dijelu rada je predstavljena teorijska razrada aspekata uključenosti, vrsta motivacije učenika te vrsta psiholoških potreba i nastavnikovog djelovanja na iste, dok je u drugom dijelu predstavljeno istraživanje provedeno na 277 učenika srednjih škola. Rezultati istraživanja su potvrdili statistički značajne spolne razlike između ispitanika među kojima su učenice imale u prosjeku bolji školski uspjeh, bihevioralno i kognitivno su bile uključenije te su imale zadovoljeniju potrebu za povezanošću od učenika. Također je potvrđeno postojanje statistički značajne povezanosti između uključenosti i potreba za autonomijom i kompetencijom, kao i uključenosti i potrebe za povezanošću. Konačni rezultati dobiveni regresijskom analizom su pokazali da potreba za kompetencijom doprinosi svim aspektima uključenosti učenika, dok je potreba za autonomijom utjecala samo na samoinicirani aspekt uključenosti.
Abstract (english)
Drawing on the self-determination theory, the general aim of this study was to examine the relationship between basic psychological needs, satisfaction and student engagement during learning and teaching process. First part of the study presents the theoretical analysis on the topics of student engagement aspects, types of student motivation and types of psychological needs along with teacher’s influence on them, while the second part of the study presents a research study conducted on 277 high school students. The results of the study confirmed the statistically significant differences between the students among which girls in general not only had better academic achievement, but were also more behaviorally and cognitively engaged, and had a more satisfied need for relatedness when compared to the boys. Furthermore the study confirmed the existence of statistically significant correlations between engagement and needs for autonomy and competence, as well as between engagement and need for relatedness. Final results, obtained using regression analysis, showed that need for competence contributed to all aspects of student engagement, while need for autonomy influenced only agentic aspect of it.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:172:638366
Study programmeTitle: Pedagogy
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2018-11-19 11:35:20