| Abstract | U obrazovnom kontekstu često se istražuju varijable koje doprinose akademskom uspjehu. Među njima je akademska motivacija. Prema Teoriji samodeterminacije (Ryan i Deci, 2000;2020) autonomni oblici motivacije pospješuju akademski uspjeh. Autonomni oblici motivacije također pospješuju različite ponašajne navike (Gardner i Lally, 2013, Mullan i sur., 2021), no u akademskom kontekstu odnos navika i motivacije nije istraživan. S druge strane, poznato je da su navike učenja pozitivno povezane s akademskim uspjehom (Galla i Duckworth, 2015). Akademski ciljevi također imaju važnu ulogu u obrazovanju jer oni ciljevi koji proizlaze iz autonomne motivacije pospješuju akademski uspjeh (Sheldon i Elliot, Koestner, 2008). Cilj ovog istraživanja bio je ispitati povezanost akademske motivacije, navika učenja školskog gradiva, akademskih ciljeva i akademskog uspjeha na uzorku gimnazijalaca u Hrvatskoj (N=181). Istraživanje je provedeno u šest točaka prikupljanja podataka. U četiri predzadnje točke prikupljeni su podaci o navici učenja školskoga gradiva, a u zadnjoj točki prikupljeni su podaci o uspjehu na kraju 4. razreda, uspjehu na kraju gimnazijskog obrazovanja i uspjehu na Državnoj maturi u ljetnom roku, 2021. godine. Utvrđena je pozitivna povezanost autonomnog oblika motivacije sa akademskim uspjehom, navikom učenja školskog gradiva i akademskim ciljevima. Također, navika učenja školskog gradiva pozitivno je povezana s akademskim uspjehom, ali i akademskim ciljevima. Akademski ciljevi su pozitivno povezani sa akademskim uspjehom i stupnjem ostvarenosti akademskih ciljeva za konačan prosjek na kraju 4. razreda i 3 glavna predmeta na kraju 4. razreda. Provedbom dviju hijerarhijskih regresijskih analiza utvrđeno je da su poistovjećena regulacija i procjena ostvarenosti akademskog cilja za konačan prosjek pozitivni prediktori akademskog uspjeha na kraju 4. razreda, dok su poistovjećena regulacija i procjena ostvarenosti akademskih ciljeva za predmete hrvatski jezik i prvi strani jezik pozitivni prediktori akademskog uspjeha na Državnoj maturi. Rezultati istraživanja imaju praktičnu vrijednost te je pružen prijedlog mogućih intervencijskih strategija. |
| Abstract (english) | In the academic field, researchers often tend to investigate which variables improve the academic success of students. Among them, academic motivation has been also researched. According to the Self-Determination Theory (Ryan and Deci, 2000;2020) autonomous forms of motivation promote academic success. Autonomous forms of motivation also stabilize various habits (Gardner and Lally, 2013; Mullan et el., 2021), but in the academic field this has not been researched yet. However, it is known that study habits do positively correlate with academic success (Galla and Duckworth, 2015). Academic goals also play a significant role in education, wherein goals that derive from autonomous motivation promote academic success (Sheldon and Elliot; Koestner, 2008). The main purpose of this research was to investigate the correlation between various types of academic motivation, study habits, academic goals, and school success in a sample of high school gymnasium students in Croatia (N=181). The research was conducted in six measurement points, measuring in the four penultimate measurement points the study habits of students, and in the last measurement point, success at the end of the fourth grade and success at the State final exams, summer term, 2021. It has been established that autonomous motivation is positively correlated with school success, study habits and academic goals. Also, study habits positively correlate with academic success, but also with academic goals. Academic goals positively correlate with academic success, and with the degree of attainment of academic goals for the final grade point average at the end of the fourth grade and the three major subjects at the end of the fourth grade. By carrying out two hierarchical regression analyses, it was determined that identified regulation and assessment of academic goal achievement for the final grade point average were positive predictors of academic success at the end of the 4th grade, while identified regulation and assessment of academic goal achievement for the subjects Croatian language and first foreign language were identified as positive predictors of academic success at the Final state exams. The results of the research have practical value and a proposal of intervention strategies are provided. |
