METAKOGNITIVNE STRATEGIJE UČENJA MEĐU STUDENTIMA DRUŠTVENIH I HUMANISTIČKIH STUDIJA

Lelas, Tea

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master's thesis

METAKOGNITIVNE STRATEGIJE UČENJA MEĐU STUDENTIMA DRUŠTVENIH I HUMANISTIČKIH STUDIJA

Split: University of Split, Faculty of Humanities and Social Sciences, University of Split, 2019. urn:nbn:hr:172:712751

Lelas, Tea

University of Split
Faculty of Humanities and Social Sciences
Department of Pedagogy

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APA 6th Edition

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

MLA 8th Edition

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

Chicago 17th Edition

Harvard

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 26 December 2024, https://urn.nsk.hr/urn:nbn:hr:172:712751

Vancouver

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 26] Available at: https://urn.nsk.hr/urn:nbn:hr:172:712751

IEEE

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

Cite this item: https://urn.nsk.hr/urn:nbn:hr:172:712751

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Metadata

Title	METAKOGNITIVNE STRATEGIJE UČENJA MEĐU STUDENTIMA DRUŠTVENIH I HUMANISTIČKIH STUDIJA
Title (english)	METACOGNITIVE LEARNING STRATEGIES AHONG STUDENTS OF HUMANITIES AND SOCIAL SCIENCES
Author	Tea Lelas
Mentor	Andreja Bubić (mentor)
Committee member	Tonća Jukić (predsjednik povjerenstva)
Committee member	Andreja Bubić (član povjerenstva)
Committee member	Sani Kunac (član povjerenstva)
Granter	University of Split Faculty of Humanities and Social Sciences (Department of Pedagogy) Split
Defense date and country	2019-11-27, 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)
Language	croatian
URN:NBN	urn:nbn:hr:172:712751
Study programme	Title: Pedagogy Study programme type: university Study level: graduate Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Type of resource	Text
File origin	Born digital
Access conditions	Access restricted to students and staff of home institution
Terms of use
Repository	Repository of Faculty of humanities and social sciences
Created on	2019-12-06 18:10:20