prikaz prve stranice dokumenta Uloga verbalnog bodrenja u uspjehu srednjoškolaca na matematičkim zadacima
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undergraduate thesis
Uloga verbalnog bodrenja u uspjehu srednjoškolaca na matematičkim zadacima
2018. urn:nbn:hr:162:756773
Kralj, Maja
University of Zadar
Department of Psychology

Cite this document

Kralj, M. (2018). Uloga verbalnog bodrenja u uspjehu srednjoškolaca na matematičkim zadacima (Undergraduate thesis). Zadar: University of Zadar. Retrieved from https://urn.nsk.hr/urn:nbn:hr:162:756773

Kralj, Maja. "Uloga verbalnog bodrenja u uspjehu srednjoškolaca na matematičkim zadacima." Undergraduate thesis, University of Zadar, 2018. https://urn.nsk.hr/urn:nbn:hr:162:756773

Kralj, Maja. "Uloga verbalnog bodrenja u uspjehu srednjoškolaca na matematičkim zadacima." Undergraduate thesis, University of Zadar, 2018. https://urn.nsk.hr/urn:nbn:hr:162:756773

Kralj, M. (2018). 'Uloga verbalnog bodrenja u uspjehu srednjoškolaca na matematičkim zadacima', Undergraduate thesis, University of Zadar, accessed 09 November 2024, https://urn.nsk.hr/urn:nbn:hr:162:756773

Kralj M. Uloga verbalnog bodrenja u uspjehu srednjoškolaca na matematičkim zadacima [Undergraduate thesis]. Zadar: University of Zadar; 2018 [cited 2024 November 09] Available at: https://urn.nsk.hr/urn:nbn:hr:162:756773

M. Kralj, "Uloga verbalnog bodrenja u uspjehu srednjoškolaca na matematičkim zadacima", Undergraduate thesis, University of Zadar, Zadar, 2018. Available at: https://urn.nsk.hr/urn:nbn:hr:162:756773

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Metadata
TitleUloga verbalnog bodrenja u uspjehu srednjoškolaca na matematičkim zadacima
Title (english)The role of verbal encouragement in the mathematics' task performance of high-school students
AuthorMaja Kralj
MentorJelena Ombla (mentor)
Committee memberJelena Ombla (predsjednik povjerenstva)
Committee memberMarina Vidaković (član povjerenstva)
Committee memberLozena Ivanov (član povjerenstva)
GranterUniversity of Zadar
(Department of Psychology)
Zadar
Defense date and country2018-09-11, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
General Psychology
Abstract
Cilj ovog istraživanja bio je provjeriti ulogu verbalnog bodrenja u uspjehu učenika na matematičkom testu ovisno o njihovoj samoefikasnosti i samopoštovanju. Za mjerenje uspjeha konstruirana su dva testa: jedan s lakšim i jedan sa srednje teškim zadacima. Test lakših zadataka služio je kako bi se stvorila osnova za verbalno bodrenje primijenjeno u drugoj fazi. Nakon početne faze ispunjavanja Rosenbergove skale samopoštovanja, Upitnika samoefikasnosti za djecu (SEQ-C) i testa lakših zadataka, ispitanici su u drugoj fazi istraživanja bili podijeljeni u dvije skupine. Kontrolna skupina je rješavala test srednje teških zadataka, dok su sudionici eksperimentalne skupine bili verbalno bodreni od strane istraživača i školske psihologinje prije rješavanja istog testa. Utvrđen je efekt verbalnog bodrenja na uspjeh u zadacima, no nisu utvrđeni glavni efekti razine samoefikasnosti i samopoštovanja. Učenici koji su bili bodreni iskazali su bolji uspjeh u odnosu na učenike koji nisu bili bodreni bez obzira na samoefikasnost i samopoštovanje.
Abstract (english)
The aim of this study was to examine the role of verbal encouragement in the mathematics' test performance of high-school students considering their self-efficacy and self-esteem. To measure the students' performance, two tests were constructed: one with low and one with medium task difficulty. The test consisted of easier tasks was made for a basis of future verbal encouragement. After the initial fase of filling in the Rosenberg's self-esttem scale and the Self-efficacy questionnare for children (SEQ-C) and doing the low difficulty maths' test, subjects were divided into two groups in the second fase of the study. In the second fase of the study, the control group solved a test of medium difficulty tasks, while the experimental group was verbally encouraged by both the experimenter and school psychologist before doing the test. The effect of verbal encouragement on maths' task performance was found, but the main effect of self-efficacy and self-esteem were not found. Verbally encouraged students were better at the maths' test than students who were not encouraged unrelated to their self-efficacy or self-esteem.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:162:756773
Study programmeTitle: Psychology
Study programme type: university
Study level: undergraduate
Academic / professional title: sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) psihologije (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) psihologije)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2018-11-12 10:03:16