Маја С. Зобеница, Универзитет у Новом Саду, Педагошки факултет у Сомбору, имејл: maja.zobenica@gmail.com
Љубица M. Опарница Универзитет у Новом Саду, Педагошки факултет у Сомбору
Иновације у настави, XXXI, 2018/1, стр. 90–102

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije1801090Z

Резиме: Саморегулација се налази међу кључним компетенцијама за целоживотно учење. Мотивација и стратегије управљања ресурсима су некогнитивне компоненте саморегулације, а циљ истраживања је испитати однос између ових компоненти током учења математике код студената Педагошког факултета у Сомбору. Узорак обухвата студенте смера Учитељ, Васпитач, Библиотекар и Дизајнер медија у образовању (N = 118). За потребе истраживања прилагођене су скале мотивације и стратегија управљања ресурсима из упитника MSLQ (Pintrich et al., 1993). Резултати истраживања показују да су мотивација и стратегије управљања ресурсима током учења математике у благој корелацији и да постоји значајна разлика у мотивацији студената у односу на смер студирања. Студенти смера Васпитач су мање мотивисани за учење математике од осталих смерова, имају мању интринзичну мотивацију, слабије вреднују математику, имају слабија уверења о контроли учења и нижу самоефикасност. Потребно је испитати да ли би имплементација математичких проблема за предшколски узраст на часовима математике на факултету допринела повећању мотивације код васпитача. Студенти са развијенијом саморегулацијом вероватно ће више улагати у квалитетније поучавање и професионални развој.

Кључне речи: мотивација, стратегије управљања ресурсима, саморегулација учења, математика.

Summary: Self-regulation is one of the key competences for the lifelong learning. Motivation and resource management strategies are the non-cognitive components of self-regulation. The aim of the paper was to examine the relationship between the two components in learning mathematics among the students of the Faculty of Education in Sombor. The research sample consisted of students of the following study programmes: primary school teachers, preschool teachers, librarians, and designers of the media in education (N = 118). For the purpose of this research, the motivation scale and the scale of the resource management strategies were adapted from the questionnaire MSLQ (Pintrich et.al., 1993). The research results show that there is a weak correlation between motivation and resource management strategies in learning mathematics and that there is a significant difference in students’ motivation relative to the academic study programmes. Future preschool teachers are less motivated to learn mathematics than students enrolled at other academic programmes. They exhibit a lower level of intrinsic motivation, value the subject of mathematics less than others, have weaker control of their beliefs about learning mathematics, and they are less successful in self-evaluation. It is necessary to examine whether the implementation of math problems used in practice, within each area covered in the university math classes, would contribute to the increased motivation among the future preschool teachers. Students with a well-developed self-regulation are likely to invest more in the quality of teaching and professional development.

Keywords: motivation, resource management strategies, self-regulation of learning,mathematics.

Литература: 

• Boekaerts, M. (1996). Self-regulated Learning at the Junction of Cognition and Motivation. European Psychologist. 1 (2), 100–112.
• Boekaerts, M., Pintrich, P. R. & Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA: Academic Press.
• Boekaerts, M. & Corno, L. (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology: An International Review. 54 (2), 199–231.
• Brković, A., Šetrović-Bjekić, D. i Zlatić, L. (1998). Motivacija učenika za nastavne predmete. Psihologija. 1 (2), 115–136.
• Cheng, E. C. K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review. 6 (1), 1–16.
• Dignath, C., Buettner, G. & Langfeldt, H.-P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review. 3 (2), 101–129.
• European Commission (2002). Key Competencies, A developing concept in general compulsory education. Brussels: Eurydice. Retrived April 20, 2017. from: https://www.google.rs/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0ahUKEwjo2q__8fHUAhWGXhQKHT5AASkQFghNMAU&url=http%3A%2F%2Fwww.edmide.gr%2FKEIMENA%2520E.U%2Fkey%2520competences%2520Europe.pdf&usg=AFQjCNGCmFxvYTpmkGz3L0F6yDSguSYN2A&cad=rja
• Kuzmanović, B., Vučetić, M. (2015). Samoregulacija učenja iz perspektivne učenika i njena povezanost sa školskim uspehom. Nastava i vaspitanje. 64 (2), 269–283. DOI: 10.5937/nasvas1502269K
• Lončarić, D. (2014). Motivacija i strategije samoregulacije učenja: teorija, mjerenje i primjena. Rijeka: Učiteljski fakultet.
• Matrušić, I., Pavin Ivanec, T. & Vizek Vidović, V. (2010). Neki prediktori motivacije za učenje u budućih učitelja i učiteljica. Psihologijske teme. 19 (1), 31–44.
• Mujagić, A. & Buško, V. (2013). Motivacijska uvjerenja i strategije samoregulacije u kontekstu modela samoreguliranoga učenja. Psihologijske teme. 22 (1), 93–115.
• Paris, S. G. & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational psychologist. 36 (2), 89–101.
• Peklaj, C. & Vodopivec, B. (1998). Metacognitive, affective-motivational processes and student achievement in mathematics. Studia Psychologica. 40 (3), 197–209.
• Perels, F., Dignath, C. & Schmitz, B. (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education. 24 (1), 17–31.
• Perels, F., Gurtler, T. & Schmitz, B. (2005). Training of self-regulatory and problem-solving competence. Learning and Instructon. 15 (2), 123–139.
• Pintrich, P. R. & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology. 82 (1), 33–40.
• Pintrich, P. R., Smith, D. A. F., Garcia, T. & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement. 53, 801–813.
• Postholm, M. B. (2011). Self-regulated learning in teaching: students’ experiences. Teachers and Teaching. 17 (3), 365–382.
• Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist. 26, 207–231.
• Schunk, D. H. & Zimmerman, B. J. (2007). Influencing Children’s Self-efficacy and Self-regulation of Reading and Writing through Modeling. Reading and Writing Quarterly. 23, 7–25.
• Sorić, I., Vulić-Prtorić, A. (2006). Percepcija roditeljskoga ponašanja, školska samoefikasnost i kauzalne atribucije u kontekstu samoregulacije učenja. Društvena istraživanja. 4 (5), 773–797.
• Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist. 25 (1), 3–17.

Copyright © 2018 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited.