التفاصيل البيبلوغرافية
| العنوان: |
Samoregulacija motivacije studenata psihologije Fakulteta hrvatskih studija. (Croatian) |
| العنوان البديل: |
Self-regulation of motivation of psychology students at the Faculty of Croatian Studies. (English) |
| المؤلفون: |
Vukelić, Dunja Jurić |
| المصدر: |
Kroatologija; 2022, Vol. 13 Issue 1/2, p217-229, 13p |
| مصطلحات موضوعية: |
REWARD (Psychology), EXTRINSIC motivation, ACADEMIC motivation, INTRINSIC motivation, MASLACH Burnout Inventory, CYNICISM, APATHY |
| الملخص (بالإنجليزية): |
Combination of motivational components and cognitive dispositions are significant determinant of academic achievement. We distinguish thereby intrinsic motivation, directed to learning process and to solving problems, and extrinsic motivation, which implies studying in order to get rewards or to avoid punishment. In the context of intrinsic motivation, continuous high expectations and commitments related enthusiasm can cause exhaustion and lead to stagnation and apathy, respectively to burnout syndrome. Objective of this study is to determine role of motivation in academic achievement and to determine distinction in level of motivation between students of junior and senior years. 209 students participated in the present study. Instruments we used were Academic Self-Regulation Questionnaire (SRQ-A), Maslach Burnout Inventory – Student Survey (MBI-SS) - a subscale Academic efficacy – and grade point average as an indication of a student’s academic achievement. In the context of self-regulation of motivation, highest results were obtained in the identified regulation and integrated regulation, and lowest results were obtained in external regulation. Motivation was predominantly autonomus, regardless of the year of study. Significant differences were found in burn-out syndrome levels: results on the scale of cynicism and academic efficacy are higher among final-year students. The scientific and professional contribution of te present study findings is the possibility of applying established results about the role of self-regulation of motivation in academic success in creating appropriate responses to the challenges of the modern education system. [ABSTRACT FROM AUTHOR] |
| Abstract (Croatian): |
Motivacijske su komponente, u kombinaciji s kognitivnim dispozicijama za učenje, značajna odrednica akademskoga postignuća. Pritom razlikujemo intrinzičnu motivaciju, usmjerenu na sam proces učenja i rješavanje postavljenih zadataka, i ekstrinzičnu motivaciju, koja podrazumijeva učenje radi dobivanja nagrade ili izbjegavanja kazne. U kontekstu intrinzične motivacije, stalna visoka očekivanja i entuzijazam za obaveze mogu djelovati iscrpljujuće i dovesti do stagnacije i apatije. Cilj je ovoga istraživanja odrediti ulogu samoregulacije motivacije u samoprocjeni akademske efikasnosti i postizanju akademskoga uspjeha te razlike između studenata nižih i viših godina studija u razinama samoregulacije motivacije. U istraživanju je sudjelovalo ukupno 209 studenata. Primijenjeni su instrumenti: Upitnik samoregulacije – akademska domena (SRQA), podljestvica Akademske efikasnosti iz Upitnika sagorijevanja – verzija za studente (Maslach Burnout Inventory – Student Survey, MBI-SS) te prosjek ocjena svih do sada položenih ispita kao mjera akademskoga uspjeha. U kontekstu samoregulacije motivacije, studenti su najviše rezultate postigli u području identificirane regulacije i intrinzične motivacije, a najniže u području eksternalne regulacije. Motivacija je pretežno autonomna neovisno o godini studija. Znanstveni i stručni doprinos istraživačkih nalaza očituju se u mogućnosti primjene utvrđenih spoznaja o ulozi samoregulacije motivacije u akademskom uspjehu u kreiranju primjerenih odgovora na zahtjeve suvremenoga obrazovnoga sustava. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
Complementary Index |
