master's thesis
Self-regulated learning in three domains: reading, writing and mathematics

Tereza Marković (2016)
Sveučilište u Zadru
Odjel za nastavničke studije u Gospiću
Metadata
TitleSamoregulacija učenja u tri domenska područja: pisanju, čitanju i matematici
AuthorTereza Marković
Mentor(s)Anela Nikčević-Milković (thesis advisor)
Abstract
Uviđajući važnost samoregulacije u obrazovanju i životu pojedinca uopće, predmet istraživanja bio je ispitati samoregulaciju učenja u području čitanja, pisanja i matematike. Cilj istraživanja bio je ispitati koliko studenti, budući magistri primarnog obrazovanja, koriste strategije čitanja, pisanja i matematike. Hipoteza istraživanja bila je da studenti koji su na višim razinama obrazovanja više koriste strategije čitanja, pisanja i matematike u odnosu na studente na nižim razinama akademskog obrazovanja. Istraživanje je provedeno na studentima 1. godine studija (N=65), te studentima 5. godine studija (N=58) Odjela za nastavničke studije u Gospiću Sveučilišta u Zadru. Sudionici istraživanja popunili su tri standardizirana upitnika samoprocjena: Upitnik strategija pisanja (Nikčević-Milković, 2012.), Upitnik strategija čitanja (Kolić-Vehovec i Bajšanski, 2001.) i Upitnik korištenja strategija učenja (Lončarić, 2014.) koji je uputom prilagođen području matematike. Rezultati istraživanja pokazuju da studenti pete godine studija statistički značajno više u odnosu na studente prve godine studija koriste adaptivne strategije aktivnog razumijevanja prilikom čitanja, te adaptivne strategije ponavljanja, kontrole tijeka i ishoda učenja, elaboracije i primjene prilikom učenja matematike. Maladaptivnu strategiju usmjeravanja na minimalne zahtjeve prilikom učenja matematike studenti završne godine koriste statistički značajno manje u odnosu na studente prve godine. Sveukupno studenti pete godine koriste (meta)kognitivne strategije statistički značajno više od studenata prve godine.
Keywordsself-regulation students (meta)cognitive strategies reading writing and mathematics.
Parallel title (English)Self-regulated learning in three domains: reading, writing and mathematics
Committee MembersAnela Nikčević-Milković (committee chairperson)
Sanja Vrcić-Mataija (committee member)
Katica Balenović (committee member)
GranterSveučilište u Zadru
Lower level organizational unitsOdjel za nastavničke studije u Gospiću
PlaceZadar
StateCroatia
Scientific field, discipline, subdisciplineSOCIAL SCIENCES
Psychology
School Psychology and the Psychology of Education
Study programme typeuniversity
Study levelintegrated undergraduate and graduate
Study programmePrimary education
Academic title abbreviationmag. prim. educ.
Genremaster's thesis
Language Croatian
Defense date2016-07-13
Parallel abstract (English)
The research problem was the self-regulated learning in domains of reading, writing and mathematics, considering the importance of self-regulation in learning and life of an individual in general. The aim of this research was to investigate how much the students, future masters of primary education, use the strategies of reading, writing and mathematics. The hypothesis is that students at higher levels of education use more strategies of reading, writing and mathmatics compared to the students at the lower levels of academic education. The examinees in the research were students in the first year (N=65), and students in the fifth year of faculty (N=58) at the Department of teacher education in Gospić, the University of Zadar. The participants of the research filled in three standardized questionnaires of self-evaluation: Questionnaire of writing strategies (Nikčević-Milković, 2012.), Questionnare of reading strategies (Kolić-Vehovec and Bajšanski, 2001.) and Questionnaire of learning strategies (Lončarić, 2014.), which was also adapted to the domain of mathematics. The findings show that the students in their fifth year statistically use the adaptive strategies of active understanding while reading significantly more than the students in the first year of faculty. They also use adaptive strategy of repetition, control and the outcome of learning, elaboration and appliance in learning mathematics more than the first-year students. Maladaptive strategy of minimum learning requirement while learning mathematics is statistically used by the fifth-year students to a much lesser extent that the first-year students. Statistically, fifth-year students generally use (meta)cognitive strategies more than the first-year students.
Parallel keywords (Croatian)samoregulacija studenti (meta)kognitivne strategije čitanje pisanje i matematika. 
Resource typetext
Access conditionAccess restricted to students and staff of home institution
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:162:407185
CommitterDubravka Čanić