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Predicting intraindividual changes in learning strategies: The effects of previous achievement

Vesna Buško   ORCID icon orcid.org/0000-0001-8644-0688 ; Department of Psychology, Faculty of Social Sciences and Humanities, Zagreb
Amela Mujagić   ORCID icon orcid.org/0000-0002-5496-0969 ; Faculty of Educational Sciences, University of Bihać

Puni tekst: engleski, pdf (739 KB) str. 53-60 preuzimanja: 219* citiraj
APA 6th Edition
Buško, V. i Mujagić, A. (2013). Predicting intraindividual changes in learning strategies: The effects of previous achievement. Review of psychology, 20 (1-2), 53-60. Preuzeto s https://hrcak.srce.hr/116340
MLA 8th Edition
Buško, Vesna i Amela Mujagić. "Predicting intraindividual changes in learning strategies: The effects of previous achievement." Review of psychology, vol. 20, br. 1-2, 2013, str. 53-60. https://hrcak.srce.hr/116340. Citirano 15.06.2021.
Chicago 17th Edition
Buško, Vesna i Amela Mujagić. "Predicting intraindividual changes in learning strategies: The effects of previous achievement." Review of psychology 20, br. 1-2 (2013): 53-60. https://hrcak.srce.hr/116340
Harvard
Buško, V., i Mujagić, A. (2013). 'Predicting intraindividual changes in learning strategies: The effects of previous achievement', Review of psychology, 20(1-2), str. 53-60. Preuzeto s: https://hrcak.srce.hr/116340 (Datum pristupa: 15.06.2021.)
Vancouver
Buško V, Mujagić A. Predicting intraindividual changes in learning strategies: The effects of previous achievement. Review of psychology [Internet]. 2013 [pristupljeno 15.06.2021.];20(1-2):53-60. Dostupno na: https://hrcak.srce.hr/116340
IEEE
V. Buško i A. Mujagić, "Predicting intraindividual changes in learning strategies: The effects of previous achievement", Review of psychology, vol.20, br. 1-2, str. 53-60, 2013. [Online]. Dostupno na: https://hrcak.srce.hr/116340. [Citirano: 15.06.2021.]

Sažetak
Socio-cognitive models of self-regulated learning (e.g., Pintrich, 2000) emphasize contextualized nature oflearning process, and within-person variation in learning processes, along with between-person variability in selfregulation.Previous studies about contextual nature of learning strategies have mostly focused on the effects ofdifferent contextual factors on interindividual differences in learning strategies utilization. However, less attentionwas given to the question about contextual effects on within-person variability in learning strategies. In this paper,the following questions were explored: (a) whether students exhibit intraindividual variability in learning strategiesbetween two measurement occasions, or not, and (b) to what degree the observed intraindividual variability in selectedlearning strategies between two learning episodes can be accounted for by achievement after the first learningepisode. The research questions were analyzed under the methodological framework of the latent state-trait theory(Steyer, Ferring, & Schmitt, 1992). The sample consisted of 297 first year university students attending Introductionto Psychology course. Selected learning strategies (organization, elaboration, and critical reasoning) were measuredby means of adapted version of the Inventar zur Erfassung von Lernstrategien im Studium (Wild & Schiefele, 1994).Participants filled in the questionnaire before the exams on two occasions with a 7-week time lag. Students’ scoreson the first exam were obtained from the teacher’s record. Results provide the evidence that there are individual differencesin students’ changes in the frequency of use of learning strategies at the end of semester (compared to themidsemester). Also, students who scored higher at the first exam exhibited less intraindividual variability in learningstrategies utilization.

Ključne riječi
learning strategies; self-regulated learning; contextual effects; intraindividual variability

Hrčak ID: 116340

URI
https://hrcak.srce.hr/116340

Posjeta: 416 *