prikaz prve stranice dokumenta METAKOGNITIVNE STRATEGIJE UČENJA MEĐU STUDENTIMA DRUŠTVENIH I HUMANISTIČKIH STUDIJA
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master's thesis
METAKOGNITIVNE STRATEGIJE UČENJA MEĐU STUDENTIMA DRUŠTVENIH I HUMANISTIČKIH STUDIJA
2019. urn:nbn:hr:172:712751
Lelas, Tea
University of Split
Faculty of Humanities and Social Sciences
Department of Pedagogy

Cite this document

Lelas, T. (2019). METAKOGNITIVNE STRATEGIJE UČENJA MEĐU STUDENTIMA DRUŠTVENIH I HUMANISTIČKIH STUDIJA (Master's thesis). Split: University of Split, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:172:712751

Lelas, Tea. "METAKOGNITIVNE STRATEGIJE UČENJA MEĐU STUDENTIMA DRUŠTVENIH I HUMANISTIČKIH STUDIJA." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, 2019. https://urn.nsk.hr/urn:nbn:hr:172:712751

Lelas, Tea. "METAKOGNITIVNE STRATEGIJE UČENJA MEĐU STUDENTIMA DRUŠTVENIH I HUMANISTIČKIH STUDIJA." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, 2019. https://urn.nsk.hr/urn:nbn:hr:172:712751

Lelas, T. (2019). 'METAKOGNITIVNE STRATEGIJE UČENJA MEĐU STUDENTIMA DRUŠTVENIH I HUMANISTIČKIH STUDIJA', Master's thesis, University of Split, Faculty of Humanities and Social Sciences, accessed 23 December 2024, https://urn.nsk.hr/urn:nbn:hr:172:712751

Lelas T. METAKOGNITIVNE STRATEGIJE UČENJA MEĐU STUDENTIMA DRUŠTVENIH I HUMANISTIČKIH STUDIJA [Master's thesis]. Split: University of Split, Faculty of Humanities and Social Sciences; 2019 [cited 2024 December 23] Available at: https://urn.nsk.hr/urn:nbn:hr:172:712751

T. Lelas, "METAKOGNITIVNE STRATEGIJE UČENJA MEĐU STUDENTIMA DRUŠTVENIH I HUMANISTIČKIH STUDIJA", Master's thesis, University of Split, Faculty of Humanities and Social Sciences, Split, 2019. Available at: https://urn.nsk.hr/urn:nbn:hr:172:712751

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Metadata
TitleMETAKOGNITIVNE STRATEGIJE UČENJA MEĐU STUDENTIMA DRUŠTVENIH I HUMANISTIČKIH STUDIJA
Title (english)METACOGNITIVE LEARNING STRATEGIES AHONG STUDENTS OF HUMANITIES AND SOCIAL SCIENCES
AuthorTea Lelas
MentorAndreja Bubić (mentor)
Committee memberTonća Jukić (predsjednik povjerenstva)
Committee memberAndreja Bubić (član povjerenstva)
Committee memberSani Kunac (član povjerenstva)
GranterUniversity of Split
Faculty of Humanities and Social Sciences
(Department of Pedagogy)
Split
Defense date and country2019-11-27, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Abstract
Poznato je da metakognitivne strategija i strategija korištenja internih resursa mogu doprinijeti uspjehu u školu, međutim nije uvijek jasno što utječe na izbor navedenih strategija. Stoga je osnovni cilj ovog istraživanja bio ispitati utjecaj ciljeva postignuća i percipirane akademske kontrole na odabir metakognitivnih strategija i strategija korištenja internih resursa. Dobiveni rezultati izdvojili su cilj ovladavanja putem uključivanja i percipiranu akademsku kontrolu, kao i ženski spol, kao statistički značajne prediktore metakognitivnih strategija. Prema tome, ciljevi koji se odnose na usmjerenost na vlastitu kompetentnost te vjerovanje u vlastitu sposobnost doprinose izboru metakognitivnih strategija. Također, rezultati izdvajaju ciljeve ovladavanja i izvedbe putem izbjegavanja te prosjek ocjena kao statistički značajne prediktore strategija korištenja internih resursa kod studenata. Dio rezultata je iznenađujući, s obzirom da se strahovi od neuspjeha i prikazivanja vlastite inferiornosti u ovom istraživanju povezuju sa strategijama internih resursa, što inače nije slučaj.
Abstract (english)
It is well established that metacognitive strategies and resource management strategies can lead to school success, but it is not always clear what impacts the choice of the latter. Therefore, the main goal of this study was to examine the effects of perceived academic control and achievement goals on the choice of metacognitive and resource management strategies. Results indicate that mastery approach goals and perceived academic control, as well as female gender, are statistically significant predictors of metacognitive strategies. Therefore, metacognitive strategies are affected by goals associated to personal competence orientation and belief in oneself. Furthermore, results suggest that performance approach and performance avoidance goals, as well as grades, are statistically significant predictors of internal resource strategies. Part of the study which states that fear of failure and fear of showing personal inferiority can be associated with internal resource management strategies is quite surprising, given that the mentioned is not usually connected.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:172:712751
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 on2019-12-06 18:10:20