10 results
Search Results
2. Odnos ciljeva postignuća, strategija učenja i ocjena u srednjoškolskoj nastavi fizike.
- Author
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Vrdoljak, Gabrijela and Vlahović-Štetić, Vesna
- Abstract
The aim of this paper was to examine relations between achievement goals, learning strategies and grades in high school physics class. Achievement goals represent an important motivational construct that has been developed within the theories of the self-regulatory learning and are connected to various educational outcomes, for instance, learning strategies and grades. The study was conducted on 208 second- and third-grade grammar school students. In order to examine the above-mentioned variables, the study used: Achievement Goal Questionnaire (Elliot & McGregor, 2001) which contains 12 items and measures four achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance; Learning Strategies Scale (Lončarić, 2014) which contains 39 items and measures three learning strategy subscales: cycles of metacognitive control, deep cognitive processing, and surface cognitive processing. Class success criterion was previous year's physics grade. The relations between variables were verified by path analysis method. The study greatly confirmed anticipated relations (based on previous research). The achievement goals with approach tendencies have significantly positive effect on preferable educational outcomes. Achievement goals with avoidance tendencies are positively connected to surface processing. The results also confirmed the mediating effect of learning strategies in relation to mastery-approach goals and physics grades. This study emphasizes the necessity to direct students to learn in order to acquire the knowledge and competencies, and encourage the use of metacognitive strategies. This study, also, indicates some potential problems within the educational system (for instance, the absence of significant effect of the deep cognitive processing on the physics grades) which suggest the need for further research in this area. [ABSTRACT FROM AUTHOR]
- Published
- 2018
3. Studentske percepcije procesa traženja informacija i primjena strategija učenja
- Author
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Grdović, Paula and Juric, Mate
- Subjects
information search process ,Google generation ,motivacija ,SOCIAL SCIENCES. Information and Communication Sciences ,Google generacija ,motivation ,strategije učenja ,proces traženja informacija ,korištenje knjižnice ,learning strategies ,ISP model ,DRUŠTVENE ZNANOSTI. Informacijske i komunikacijske znanosti ,library use - Abstract
Kako bi studenti koristili potrebne informacije, prvo ih pronalaze i dobivaju, bilo to slučajno ili s namjerom. Kompetencije učinkovitog pretraživanja informacija mogu se definirati kao skup znanja i vještina pojedinca u traženju informacija u bazama podataka, pomoću kataloga, u knjižnicama i drugim informacijskim izvorima. U radu su opisani značajni modeli informacijske pismenosti s posebnim osvrtom na Kulhlthauin model procesa traženja informacija. Studenti traže informacije za potrebe pisanja zadaća i za potrebe učenja. Pritom koriste niz navika i strategija. Strategije učenja su načini na koje studenti upravljaju procesom učenja na temelju poznavanja svojih sposobnosti, znanja o zadacima koje moraju izvršiti, te na temelju vještina koje im pripomažu prilikom usvajanja novog gradiva. Između ostalog, strategije učenja obuhvaćaju određivanje ciljeva i planiranje unutar akademskih obveza. Također, obuhvaćaju organiziranje informacija prilikom procesa učenja koje se sastoji od metoda učenja koje sami odabiru, a kasnije i primjenjuju. Rad prikazuje istraživanje o studentskim navikama učenja i ponašanja prilikom procesa traženja informacija za potrebe pisanja studentskih zadaća. Istraživanje je provedeno pomoću online ankete, a sudionici su studenti Sveučilišta u Zadru. In order for students to use necessary information, they find and get them first, whether that is accidentally or intentionally. Competences of efficient information retrieval can be defined as a set of knowledge and skills of an individual in searching for information in databases, using library catalogs, in libraries themselves and other information sources. Paper describes significant models of information literacy with special reference to the Kulhlthauin model of the information retrieval process. Students search information for assignments or for learning purposes. While doing that, they use learning habits and strategies. Learning strategies are ways in which students manage the learning process based on their abilities, knowlegde they have on speciffic tasks that they have to solve, and also based on their skills that help them to adopt new subjects. Among other things, learning strategies also include setting goals and planning within academic duties. They also include information organization during the learning process, which consists of learning methods that students choose and later apply. This paper presents a research on student learning habits and their behavior during information retrieval process for writing student assignments. The research was conducted using online survey, and the participants are students of University of Zadar.
- Published
- 2021
4. The importance of strategies in learning and acquiring medical English vocabulary
- Author
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Danka SinadinoviÄ
- Subjects
vocabulary ,Medical English ,learning strategies ,students ,research ,Medicine - Abstract
Being somewhat different from General English vocabulary, Medical English vocabulary for Academic Purposes is usually considered to be more difficult to learn. As language learning strategies have been rather popular in the field of L2 acquisition for quite some time, this paper deals with the possibility of using them to facilitate learning Medical English lexis. The paper first briefly deals with the specific nature of ME vocabulary and then it moves on to strategies, their types and recent results in this field. Finally, a questionnaire, which is aimed at checking students’ attitudes to Medical English in general, their awareness of strategies and to what degree they use strategies, is analyzed and discussed. This research has also inspired certain ideas for promoting strategies and making them more practical for students to use.
- Published
- 2013
5. Relations between Achievement Goals, Learning Strategies and Grades in High School Physics Class
- Author
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Gabrijela Vrdoljak and Vesna Vlahović-Štetić
- Subjects
achievement goals ,learning strategies ,physics ,high school ,Psychology ,BF1-990 - Abstract
The aim of this paper was to examine relations between achievement goals, learning strategies and grades in high school physics class. Achievement goals represent an important motivational construct that has been developed within the theories of the self-regulatory learning and are connected to various educational outcomes, for instance, learning strategies and grades. The study was conducted on 208 second- and third-grade grammar school students. In order to examine the above-mentioned variables, the study used: Achievement Goal Questionnaire (Elliot & McGregor, 2001) which contains 12 items and measures four achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance; Learning Strategies Scale (Lončarić, 2014) which contains 39 items and measures three learning strategy subscales: cycles of metacognitive control, deep cognitive processing, and surface cognitive processing. Class success criterion was previous year's physics grade. The relations between variables were verified by path analysis method. The study greatly confirmed anticipated relations (based on previous research). The achievement goals with approach tendencies have significantly positive effect on preferable educational outcomes. Achievement goals with avoidance tendencies are positively connected to surface processing. The results also confirmed the mediating effect of learning strategies in relation to mastery-approach goals and physics grades. This study emphasizes the necessity to direct students to learn in order to acquire the knowledge and competencies, and encourage the use of metacognitive strategies. This study, also, indicates some potential problems within the educational system (for instance, the absence of significant effect of the deep cognitive processing on the physics grades) which suggest the need for further research in this area.
- Published
- 2018
6. Uporaba strategija učenja u odnosu na znanje i razinu učenja stranoga jezika
- Author
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Nikolina Božinović and Barbara Perić
- Subjects
strategije učenja ,jezična kompetencija ,uspjeh u učenju ,stupanj učenja stranoga jezika ,learning strategies ,language competence ,success in learning ,language learning level - Abstract
Strategije učenja danas predstavljaju aktualno područje ispitivanja u području usvajanja stranoga jezika. Oxford (1990) ih definira kao specifične aktivnosti koje učenik poduzima kako bi proces učenja učinio lakšim, bržim i ugodnijim te kako bi ih mogao primijeniti u novim situacijama učenja i uporabe jezika. Primjena prikladnih strategija učenja osigurava veći uspjeh u učenju i veću sigurnost. U prvome dijelu rada navode se ključne definicije pojma ‘strategija učenja’, dok su u drugome dijelu predstavljeni rezultati kvantitativnoga istraživanja koje je provedeno na Američkoj visokoj školi za management i tehnologiju u Dubrovniku (ACMT) i na Sveučilištu u Dubrovniku. Uzorak je obuhvatio 181 ispitanika koji uče njemački, španjolski, francuski i talijanski kao strani jezik na dvije razine učenja: početnoj i srednjoj. Za ispitivanje strategija učenja izrađen je upitnik koji se temelji na upitniku o strategijama učenjima (Strategy Inventory for Language Learning) koji je oblikovala Oxford (1990). Ciljevi istraživanja bili su utvrditi razlike u uporabi strategija učenja u odnosu na razinu učenja stranoga jezika te prethodnu ocjenu iz stranoga jezika. Rezultati ovoga istraživanja pokazali su da se u odnosu na razinu učenja stranoga jezika ispitanici statistički značajno razlikuju prema uporabi strategija učenja. Razlike su prisutne za dvije skupine strategija učenja: društveno-afektivne i kognitivne, i to u smjeru veće zastupljenosti kod ispitanika na početnom stupnju učenja. S druge strane, utvrđena je statistički značajna razlika u uporabi strategija učenja u odnosu na prethodnu ocjenu iz stranoga jezika. Učenici s izvrsnom ocjenom više se koriste skupinom društveno-afektivnih strategija i strategija pamćenja. U završnome dijelu navode se implikacije za nastavnu praksu te se daju smjernice za buduća istraživanja., Learning strategies today represent an important field of research in the field of second language acquisition. Oxford (1990) defines them as specific actions taken by the learner to make learning easier, faster, more enjoyable, and more transferrable to new situations of language learning and use. The use of appropriate strategies ensures greater success in learning and more confidence. The first part of the paper contains the key definitions of learning strategies, while the second part presents the results of a quantitative survey that was conducted at the American College of Management and Technology and at the University in Dubrovnik on a sample of 181 respondents learning German, Spanish, French and Italian as a foreign language at two language learning levels: beginning and intermediate. The learning strategies were tested using a questionnaire based on Oxford’s SILL (Strategy Inventory for Language Learning, Oxford, 1990). The survey aimed at determining differences in the use of learning strategies in relation to the language learning level, and previous grade earned in the foreign language. Compared to the language learning level the results have shown that there are statistically significantly differences in the use of social-affective and cognitive strategies in the direction of greater strategy use among the students at the beginning language level. However, there is a statistically significant difference in the use of learning strategies compared to the previous grade earned in a foreign language. Students with an excellent grade use more frequently social-affective and memory strategies. The final part of the paper specifies the implications for teaching practice and provides guidelines for future research.
- Published
- 2012
7. Individualization of the teaching process in primary education in cooperation with the native museum in Bjelovar
- Author
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Krmpotić, Lucija and Kisovar Ivanda, Tamara
- Subjects
daroviti učenici ,learning ,suradnja ,students with difficulties ,museum ,cooperation ,DRUŠTVENE ZNANOSTI. Pedagogija. Posebne pedagogije ,individualization of teaching ,giftes students ,muzej ,učenje, poučavanje, strategije učenja, individualizacija nastave, učenici s teškoćama, daroviti učenici, suradnja, knjižnice, muzej ,poučavanje ,individualizacija nastave ,učenici s teškoćama ,teaching ,libraries ,strategije učenja ,učenje ,knjižnice ,learning strategies ,SOCIAL SCIENCES. Pedagogy. Specific Pedagogy - Abstract
Učenje je temeljni proces svakog pojedinca. Započinje spontano od najranije dobi te se nastavlja kroz cijeli život u školi, ali i van škole. Danas se koriste različiti načini učenja i poučavanja, kao i različite strategije učenja koje učenicima pomažu da nastavno gradivo usvoje na što jednostavniji i kvalitetniji način. Sve više se naglasak tokom nastavnog procesa stavlja na individualizaciju učenja te se ističu razlike između učenika kako bi se svakome moglo pomoći da postigne najbolje moguće rezultate. Uz individualizaciju nastavnog procesa u školi, sve se više iskazuje važnost suradnje škola i ostalih ustanova poput muzeja i knjižnica koje na različite načine mogu pomoći učenicima pri individualizaciji nastave. U ovom radu prikazani su rezultati analize polustrukturiranih intervjua učiteljica osnovnih škola te muzejskih kustosa koji odgovaraju na pitanja o načinima individualizacije nastave, najprimjerenijim kurikulumskim sadržajima te prednostima i teškoćama takvog oblika suradnje. Learning is the fundamental process of every individual. It begins spontaneously from an early age and continues throughout life in school and outside of school. Today, different ways of learning and teaching are used, as well as different learning strategies that help students learn the teaching material in a simpler and better way. During the teaching process, more and more emphasis is placed on the individualization of learning and the differences between students are emphasized so that everyone can be helped to achieve the best possible results. Along with the individualization of the teaching process at school, the importance of cooperation between schools and other institutions such as museums and libraries, which can help students in different ways to individualize teaching, is increasingly being expressed. This paper presents the results of the analysis of semi-structured interviews of elementary school teachers and museum curators who answer questions about ways to individualize teaching, the most appropriate curriculum content, and the advantages and difficulties of this form of cooperation.
- Published
- 2022
8. Iskustva samoregulacije učenja u različitim područjima nastave na daljinu kod studenata učiteljskih studija
- Author
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Bajac, Bruna and Nikčević-Milković, Anela
- Subjects
samoregulacija učenja ,SOCIAL SCIENCES. Psychology. School Psychology and the Psychology of Education ,DRUŠTVENE ZNANOSTI. Psihologija. školska psihologija i psihologija obrazovanja ,GPA in different areas ,satisfaction with GPA ,nastava na daljinu ,zadovoljstvo s GPA ,akademski uspjeh (engl. Grade Point Average - GPA) ,academic achievement (Grade Point Average - GPA) ,distance learning ,self-regulation of learning ,strategije učenja ,GPA po područjima ,learning strategies ,akademski uspjeh (engl. Grade Point Average - GPA), GPA po područjima, nastava na daljinu, samoregulacija učenja, strategije učenja, zadovoljstvo s GPA - Abstract
Samoregulacija učenja odnosi se na sposobnosti razvoja vještina, znanja i stavova koji učenje čine uspješnijim. U teorijskom dijelu ovog rada objašnjene su definicije samoregulacije učenja, navedeni su modeli i područja samoregulacije te aktualni oblik nastave na daljinu i iskustva vezana za takav oblik nastave. Objašnjene su strategije učenja i kontekstualne odrednice koje utječu na proces učenja. U empirijskom dijelu ispitan je 131 student nekoliko učiteljskih studija na području Republike Hrvatske pomoću nekoliko standardiziranih upitnika: Skala stavova o nastavi na daljinu, Skala komponenti samoreguliranog učenja, Skala traženja socijalne podrške, Skala motivacijskih strategija, Opće uvjerenje o mogućnosti kontrole, Odgovori studenata o načinima izvođenja nastave na daljinu u različitim područjima i vremenu provedenom u nastavi na daljinu i Upitnik sociodemografskih podataka. Osnovni cilj istraživanja bio je ispitati iskustva samoregulacije učenja u različitim područjima nastave na daljinu kod studenata učiteljskih studija. Također, cilj je bio ispitati koje se komponente samoregulacije učenja, načini i vrijeme provedeno u učenju na daljinu te stav prema nastavi na daljinu pokazuju značajnim prediktorima akademskog uspjeha (GPA), zadovoljstva s GPA i GPA u različitim područjima u uvjetima nastave na daljinu kao kriterija. Rezultati pokazuju da sudionici istraživanja imaju uglavnom prosječan GPA kako općenito tako i po područjima te su zadovoljni s njim. U nastavi na daljinu najviše koriste Merlin i Moodle, internet kao dodatni izvor nastavnog gradiva, prate predavanja putem videokonferencija i linkova, ali se većina njih vraća na praksu u školu. Provode između četiri i šest sati u nastavi na daljinu, a po područjima nešto manje. Imaju prosječno negativan stav o nastavi na daljinu. Visoko procjenjuju korištenje adaptivnih motivacijskih strategija za poticanje procesa učenja, a nisko korištenje maladaptivnih strategija. Visoko koriste adaptivne (meta)kognitivne strategije učenja, a maladaptivne nisko. Ponajviše traže emocionalnu i instrumentalnu podršku od prijatelja. Multivarijantnom analizom podataka uspješno je objašnjeno 38 % varijance kriterija akademskog uspjeha te što sudionici više koriste Postavljanje ciljeva, a manje Upravljaju radom, vremenom i okolinom, te su manje Usmjereni na minimalne zahtjeve, GPA im je veći. Zadovoljstvo s GPA objašnjeno je s 10 % varijance kriterija, te što sudionici istraživanja više koriste Reguliranje truda više su zadovoljni s GPA. GPA u humanističkom području uspješno je objašnjen sa 17 % varijance kriterija, a što je razina studija viša te Traženje podrške od prijatelja više, GPA je viši. GPA u društvenom području uspješno je objašnjen s 25 % varijance kriterija te što su sudionici više zadovoljni s GPA, što imaju više Opće uvjerenje o kontroli, što im nastavnici manje zadaju upute za rad s udžbenikom i zadatke, GPA im je veći. GPA u prirodoslovnom području uspješno je objašnjen s 23 % varijance kriterija, a što sudionici manje koriste strategiju Samohendikepiranja te imaju veće Uvjerenje o nepromjenjivosti kognitivnih sposobnosti GPA je veći. GPA u umjetničkom području uspješno je objašnjen s 19 % varijance kriterija, a što je veće kritičko mišljenje veći je GPA. GPA u tekničkom području uspješno je objašnjen s 21 % varijance kriterija, a što je vrijeme provedeno u nastavi na daljinu dulje GPA je veći. Nastava na daljinu predstavlja suvremeni odgojno-obrazovni kontekst koji mijenja i samoregulaciju učenja stoga je potrebno dalje istraživati ove nove kontekstulane promjene i njihov utjecaj na sve relevantne čimbenike odgojno-obrazovnog procesa. Self-regulation of learning refers to the ability to develop skills, knowledge and attitudes that make learning more successful. In the theoretical part of this paper, definitions of self-regulation of learning, learning strategies and contextual factors influencing the learning process are explained, models and areas of self-regulation are listed, as well as the current form of distance learning and experiences related to such a form of teaching. In the empirical part, 131 students of several teacher training programs in the Republic of Croatia were examined using several standardized questionnaires: Scale of attitudes about distance learning, Scale of components of self-regulated learning, Scale of seeking social support, Scale of motivational strategies, General belief about the possibility of control, Student answers about ways of distance learning in different areas and time spent in distance learning as well as Sociodemographic Data Questionnaire. The main goal of the research was to examine the experiences of self-regulation of learning in different areas of distance learning among teacher studies students. Also, the goal was to examine which components of self-regulation of learning, methods and time spent in distance learning and attitude towards distance learning are significant predictors of academic success (GPA), satisfaction with GPA and GPA in different areas in conditions of distance learning as a criteria. The results show that the research participants have mostly average GPA, both in general and by field, and are satisfied with it. In distance learning, they mostly use Merlin and Moodle, the Internet as an additional source of teaching material, they follow lectures via video conferences and links, but most of them return to practice at school. They spend between four and six hours in distance learning, and slightly less in different areas. They have an average negative attitude towards distance education. They rate the use of adaptive motivational strategies to encourage the learning process highly, and the use of maladaptive strategies low. They use adaptive (meta)cognitive learning strategies highly, and maladaptive ones low. They mostly look for emotional and instrumental support from friends. Multivariate data analysis successfully explained 38% of the variance of academic success criteria, and the more participants use Goal Setting, the less they manage work, time and the environment, and the less they focus on minimum requirements, the higher their GPA. Satisfaction with GPA was explained with 10% of the variance of the criterion, and the more the research participants used Effort Regulation, the more satisfied they were with GPA. GPA in the humanities field was successfully explained with 17% of the variance of the criteria, and the higher the level of study and the more Seeking support from friends, the higher the GPA. GPA in the social field was successfully explained with 25% of the variance of the criteria, and the more participants are satisfied with GPA, the more they have General beliefs about control, the less teachers give them instructions for working with the textbook and assignments, the higher their GPA is. The GPA in the science field was successfully explained with 23% of the variance of the criteria, and the less participants use the Self-handicapping strategy and have a higher belief about the immutability of cognitive abilities, the higher the GPA. The GPA in the art field was successfully explained with 19% of the criterion variance, and the higher the critical thinking, the higher the GPA. GPA in the technical field was successfully explained with 21% of the criterion variance, and the longer the time spent in distance learning, the higher the GPA. Distance learning represents a modern educational context that changes the self-regulation of learning, so it is necessary to further investigate these new contextual changes and their impact on all relevant factors of the educational process.
- Published
- 2022
9. Cognitive strategy instruction with a student with learning disability
- Author
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Mihaljević Krišto, Mateja, Cvitković, Daniela, Wagner Jakab, Ana, and Lisak, Natalija
- Subjects
self-regulation ,learning disabilities ,instruction ,learning strategies - Abstract
Strategije učenja su misaoni postupci koje koristimo kako bismo si olakšali stjecanje, pohranu ili dosjećanje. Svrha upotrebe strategija učenja je uspješnije, lakše, brže, zabavnije i učinkovitije učenje. Istraživanja su pokazala da oni koji najuspješnije uče imaju čitav niz strategija koje koriste i kombiniraju u učenju i rješavanju raznih zadataka (Pressley, Woloshyn, 1995 prema Reid, Lienemann, 2006). Uspješni učenici znaju koje strategije imaju na raspolaganju, stvaraju hipoteze o primjerenosti strategija za određeni zadatak, znaju slijed koraka i kako ih primijeniti, imaju krajnji cilj na umu, evaluiraju efikasnost strategije, rade potrebne prilagodbe ako nisu došli do cilja i znaju kada su postigli željeni cilj (Hughes, 2011). Neka istraživanja su pokazala da djeca s teškoćama učenja, češće od vršnjaka, upotrebljavaju neadekvatne strategije prilikom rješavanja zadataka i stoga je i njihov akademski uspjeh slabiji (Montague, 1997). Zbog svega navedenog je važno učenike s teškoćama učenja ciljano podučavati strategijama učenja. Kako bi strategije bile uspješne treba znati kada i zašto koju upotrijebiti te nadgledati samu upotrebu strategije tj. pratiti da li nam koristi strategija, znamo li korake, da li smo uspješni, zašto nismo uspješni tj. treba koristiti strategije samoregulacije. Jedno istraživanje pokazalo je da se školski uspjeh učenika može s 93 posto točnosti predvidjeti samo na temelju njihove sposobnosti za samoregulirano učenje (Zimmerman, 1990). Cilj ovog rada je prikazati teoriju kognitivnih strategija učenja, s naglaskom na strategije samoregulacije, te njihovu primjenu u radu s dječakom s teškoćama učenja., Learning strategies are mental procedures we use to facilitate acquisition, storage and remembering of information. The purpose of using learning strategies is successful, faster and easier learning. Studies have shown that the most successful students use a variety of different strategies which they combine during learning and problem solving (Pressley, Woloshyn, 1995 prema Reid, Lienemann, 2006). Successful learners know which strategies are at their disposal, they think about whether they are appropriate for given task, they know the series of steps and how to apply them, they think about the ultimate goal, evaluate the efficiency of the strategy, make necessary adjustments if the goal is not met and know when they have reached their goal (Hughes, 2011). Some research has shown that the students with learning disabilities, more often than their peers, use inappropriate strategies for solving problems and that is why their academic success is lower (Montague, 1997). For all the reasons mentioned above it is crucial to teach cognitive strategy use to students with learning disabilities. In order to use strategies successfully, the learner must know when and why to use a certain strategy, monitor the use of strategy e.g. does he know the steps, is the strategy useful, is he successful, why is he not successful, in other words, he needs to use selfregulation strategies. One study has shown that the academic success of a student can be, by 93 percent accuracy, predicted by his abilities to self-regulate (Zimmerman, 1990). The objective of this paper is to present the theory of cognitive strategy instruction with emphasis on self-regulation strategies and to present their use with a student with learning disabilities.
- Published
- 2018
10. PRATI LI REFORMA UČENJA REFORMU VISOKOG OBRAZOVANJA?
- Author
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Elvi Piršl and Neala Ambrosi-Randić
- Subjects
Bolonjski proces ,motivacija ,podučavanje ,strategije učenja ,anksioznost ,Bologna process ,motivation ,teaching ,learning strategies ,anxiety - Abstract
Cilj je ovoga rada utvrditi je li reforma visokog obrazovanja, poznata pod imenom Bolonjski proces, utjecala na promjene u pristupu učenju. Istraživanje je provedeno na ukupnom uzorku od 216 studentica i studenata Sveučilišta Jurja Dobrile u Puli od čega je 93 onih koji su studirali po programu prije uvođenja bolonjskog procesa i 123 polaznika koji su studirali po novom visokoškolskom programu temeljenom na načelima Bolonjske deklaracije. Za ispitivanje njihovih strategija učenja primijenjen je upitnik čije subskale procjenjuju organizaciju, fleksibilnost u učenju, način obrade informacija, upotrebu pomagala, aktivno sudjelovanje u nastavi, te motiviranost i anksioznost. Analize rezultata ukazale su na postojanje statistički značajnih razlika među skupinama u korist polaznika novog sustava studiranja: studenti koji studiraju po bolonjskom sustavu značajno se više koriste pomagalima, više obrađuju sadržaj, fleksibilniji su u učenju, aktivniji i motiviraniji od svojih prethodnika. Dobivene razlike razmatrane su u kontekstu promijenjenih uvjeta studiranja i novoga sustava visokog obrazovanja., The aim of this paper is to establish if the Higher Education reforms, so-called Bologna process, have led to changes in attitude towards learning. Research was carried out on a total sample of 216 students, male and female, from the University of Juraj Dobrila in Pula, 93 of whom had studied under the pre-Bologna process and 123 students who were studying under the new Higher Education program based on the principles of the Bologna Declaration. A questionnaire with sub-scales assessing organisation, flexibility in learning, manner of processing information, use of aids, active participation in class, motivation and anxiety, was employed in order to examine their learning strategies. The results of the analysis point to the existence of statistically significant differences between the groups in favour of students following the new system of studying: students who are studying under the Bologna system use aids significnatly more often, process the subject matter more thoroughly, are more flexible in learning, more active and more motivated than their predecessors. The differences obtained are examined in the context of modified conditions of studying and the new system of Higher Education.
- Published
- 2010
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