Title Odnos akademske motivacije i dosade na satu Title (english) The relationship between academic motivation and classroom boredom Author Andreas Bešlić Mentor Marina Vidaković (mentor)Committee member Marina Vidaković (predsjednik povjerenstva)Committee member Irena Burić (član povjerenstva)Committee member Ana Šimunić (član povjerenstva)Granter University of Zadar Defense date and country 2024-09-26, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Dosada na satu je izrazito važna u određivanju jačine te prirode učenikove motivacije te posljedično djeluje i na učenikovo postignuće. Važnost ove emocije je također iznimno velika jer velik dio vremena provedenog u školi učenici provedu u dosadi, prema nekim istraživanjima čak do polovinu školskog vremena. Posljedice izražene dosade su evidentne i u drugim domenama učenikovog školskog života, poput neproduktivnog ponašanja i vršnjačkog nasilja. Neproduktivna ponašanja mogu uključivati
... More odbijanje suradnje s profesorima, ometanja nastave, smetanja te ometanja drugih učenika. Razni su prediktori doživljene dosade na nastavi, od kojih je jedan od važnih vrijednost koju učenici daju akademskom obrazovanju. Cilj ovog istraživanja bio je ispitati razliku između učenika i učenica u doživljenoj dosadi te ispitati povezanost akademske motivacije i dosade na nastavi. Istraživanje je provedeno u obliku anketnog upitnika koji je sadržavao uvodna pitanja o sociodemografskim karakteristikama, zatim Skalu dosade na nastavi te Skalu akademske motivacije, na prigodnom uzorku od 116 učenika i učenica 3. i 4. razreda srednjih škola. Pokazalo se kako postoji razlika između učenika i učenica u doživljenoj dosadi, tj. učenice doživljavaju veću dosadu od učenika na nastavi. Također, pokazano je da su dosada i akademska motivacija negativno povezani, tj. što je veća doživljena dosada to je u prosjeku manja motivacija. Rezultati ukazuju na prisutnost spolnih razlika u slabo istraživanom konstruktu dosade, poglavito u sklopu nastavnog procesa. Također, negativna povezanost motivacije i dosade na nastavi ukazuje na važnost ostalih emocija u nastavnom procesu, poput sreće, tuge, straha, anksioznosti i zadovoljstva, te na važnost utvrđivanja svih varijabli koje bi mogle utjecati na snalaženje i prilagodbu učenika tijekom nastave. Praktične vrijednosti ovih nalaza leže u mogućnosti boljeg razumijevanja kako različite emocije utječu na učenikovu motivaciju, što omogućuje nastavnicima da prilagode metode poučavanja i stvore poticajnije i podržavajuće okruženje za učenje Less Abstract (english) Boredom in class is extremely important in determining the intensity and nature of a student's motivation and consequently affects the student's achievement. The importance of this emotion is also significant because students spend a large portion of their time in school in a state of boredom, with some research suggesting that it can account for up to half of the school time. The consequences of pronounced boredom are evident in other domains of a student's school life, such as
... More unproductive behavior and peer violence. Unproductive behaviors can include refusal to cooperate with teachers, disrupting lessons, distracting others, and causing disruptions in the classroom. There are various predictors of experienced boredom in class, one of the most important being the value that students place on academic education. The aim of this research was to examine the difference between male and female students in their experience of boredom and to examine the relationship between academic motivation and boredom in class. The research was conducted through a survey questionnaire that included introductory questions about sociodemographic characteristics, followed by the Boredom in Class Scale and the Academic Motivation Scale, on a convenience sample of 116 male and female students in the 3rd and 4th grades of high school. It was found that there is a difference between male and female students in their experience of boredom, with female students experiencing greater boredom in class than male students. Additionally, it was shown that boredom and academic motivation are negatively correlated, meaning that the higher the perceived boredom, the lower the average motivation. The results highlight the presence of gender differences in the relatively under-researched construct of boredom, particularly within the context of the teaching process. Furthermore, the negative correlation between motivation and boredom in class underscores the importance of other emotions in the educational process, such as happiness, sadness, fear, anxiety, and satisfaction, as well as the importance of identifying all variables that could affect students' coping and adjustment during lessons. The practical value of these findings lies in the potential for a better understanding of how different emotions affect students' motivation, enabling teachers to adjust their teaching methods and create a more stimulating and supportive learning environment. Less Keywords
Dosada
motivacija
školsko okruženje
učenici
bihevioralne mjere
Keywords (english)
Boredom
motivation
school environment
students
behavioral measures
Language croatian URN:NBN urn:nbn:hr:162:259344 Study programme Title: Psychology Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2024-10-01 09:00:32
