Diferencias de sexo y edad en la motivación y autorregulación del aprendizaje

Jandrić, Danijela; Šimić, Zvonimir

doi:10.31820/pt.27.2.3

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…Besides, the timetable of learning and evaluating the learned content is easier in class teaching (4 th grade), so it conditions the students' belief in their own capability to independently and efficiently organize their work. Age differences in the perception of self-efficacy have been found in previous research as well (Caprara, et al, 2008;Jandrić et al, 2018;Koludrović & Radnić, 2013). They are mostly explained by the difficulty of the teaching content, but also with the greater number of available activities that seem more interesting to older students than the school content (Zimmerman et.…”

Section: Resultssupporting

confidence: 64%

Student Self-efficacy, Cognitive, Behavioral, and Emotional Engagement: Age and Gender Differences

Vidić¹

2021

Proceedings of ‏The 3rd World Conference on Future of Education

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Student self-efficacy is defined as an individual's belief of being able to perform certain actions necessary for achieving a specific goal, i.e. the belief one is capable of organising and performing actions in a way needed to attain the planned types of effect. Engagement is defined as a measure of student involvement, connectedness and devotion to academic and social school activities. Three-component engagement model includes cognitive, emotional and behavioral engagement. The basic presumption in the research of student self-efficiency and engagement is that, for the students to achieve success in schooling, not only regular class attendance is sufficient but also students' work engagement and belief they are capable of performing the required tasks. The main goal of this research was to examine the differences between the students in their self-efficiency and engagement regarding gender and age. The research included 659 students from the 4 th to the 8 th grade of a primary school in Zagreb in Croatia. The sample encompassed 330 girls and 329 boys of the average age of 11.37 years (SD = 1.73). The implementation of the one-way analysis of variance found statistically significant differences in the perceptions of self-efficacy and engagement, wherein younger students (4 th and 5 th grade) assessed all the examined variables as higher. In examining gender differences, statistically significant differences were found in the engagement dimensions, wherein girls show higher cognitive, behavioral and emotional engagement, but are not different in self-efficacy.

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Section: Resultssupporting

confidence: 64%

Student Self-efficacy, Cognitive, Behavioral, and Emotional Engagement: Age and Gender Differences

Vidić¹

2021

Proceedings of ‏The 3rd World Conference on Future of Education

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“…Through a thematically focused reading of the novel's content, we learn about all the developmental stages of the protagonist's learning and maturing, such as planning and activation, monitoring, setting and revising goals, and the maturation of his inner responsibility. At the same time, we observe the change in motivational beliefs, the goals that the protagonist in the story sets in the process of learning, the maturation of intrinsic motivation for learning and the value he attributes to achievement (Jandrić, 2018).…”

Section: Resultsmentioning

confidence: 96%

Cognitive-motivation strategies of learning regulation on the example of the fantasy novel Pinocchio

Novović

2023

Šk. vjesn. (Online)

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The goal of the research is to look at the developmental path of Collodi’s hero Pinocchio, from egocentric to self-responsible in setting goals, monitoring, regulating and controlling his own behaviour, learning and motivation through the prism of the SRL model (Pintrich, 2004). By applying the qualitative methodology, we have tried to examine whether and in what way the teaching practice of SRL encourages students. The research corpus from which we sample units for qualitative thematic analysis constitutes the very content of the story. The text of the novel is, at the same time, a medium for viewing the representation of SRL elements in said content and teaching practice through the eyes of children (49 second-grade students) and teachers (7) from primary schools in Podgorica through focus group and individual interviews.The research results indicate clear SRL developmental stages of the main character in the story, according to the proposed model. Children recognise his goals, intentions, and values, supporting their insights with examples from the work itself, but also from their own experience. Teachers cite reasons for the inadequate application of SRL in teaching, such as their own insufficient preparation, overprotective upbringing of children, and beliefs about a desirable model of behaviour.

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“…Namely, some authors examined the use of learning strategies in general, and some used more contextual approach, examining the use of learning startegies in a specific subject. It is possible that such a different approach resulted in different findings (Jandrić, Boras and Šimić, 2018).…”

Section: Introductionmentioning

confidence: 99%

Learning strategies in primary school-age students

Jakupčević

Vučković

Ercegovac

2021

Metod. ogl. (Online)

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The purpose of this research was to examine the relationship between personality traits, motivation and learning strategies of primary school students. A total of 193 students filled out Personality Traits Questionnaire for Children, Goal Orientations Questionnaaire and The Learning Strategies Questionnaire. Results showed that male students, compared to female students, were more inclined to goals aimed at others and non-academic goals. Female students, compared to male students, used meta-cognitive control and deep processing more often. Younger students rated goals aimed at themselves and others more important, and used all three types of learning strategies more often. Regression analyses showed that both personality traits and students’ goal orientations significantly contributed to all of the learning strategies variance. Conscientiousness and emotional stability were the most important predictors among Big five personality traits. Self-oriented goals were significant predictors of metacognitive control and deep processing, while goals oriented at others significantly predicted surface processing.

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Diferencias de sexo y edad en la motivación y autorregulación del aprendizaje

Cited by 4 publications

References 23 publications

Student Self-efficacy, Cognitive, Behavioral, and Emotional Engagement: Age and Gender Differences

Student Self-efficacy, Cognitive, Behavioral, and Emotional Engagement: Age and Gender Differences

Cognitive-motivation strategies of learning regulation on the example of the fantasy novel Pinocchio

Learning strategies in primary school-age students

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