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The Relationship Between the Perception of the School Climate and Learning Strategies Among Students in Primary Schools

Lara Buljan Gudelj ; Osnovna škola „Stjepan Radić“ Imotski, Hrvatska

Puni tekst: hrvatski pdf 10.405 Kb

str. 27-39

preuzimanja: 654



The main aim of this research was to determine whether there is a connection between the perception of the school climate and the use of learning strategies among students in primary schools. There were 407 students who participated in this research. Their average age was 12. The instruments which were used are Hrvatski upitnik školske klime za učenike (HUŠK-U, Velki, Kuterovac Jagodić i Antunović, 2012) and Skala strategija učenja (SSU, Lončarić, 2014). Differences in the perception of the school climate were determined with regards to the gender and the age of students and their success at the end of the previous school year. It has been shown that the students significantly differ when it came to the use of learning strategies. Students whho passed the grade with As and Bs use the Cycle of metacognitive control learning and Deep Cognitive Processing dimensions more than other students. Also, Surface Cognitive Processing was used less among the A students and more among those students who had sufficient or good final results. It was shown that the use of different strategies of learning provides students’ school climate experience. Also, 32, 7% of variance in experience of school climate could be explained with the use of the strategies of learning. Each predictor or every dimension of learning strategies makes a significant contribution to a unique model. The cycle of metacognitive control learning proved to be the best predictor in the experience of the school climate.

Ključne riječi

learning strategies; school climate; school success

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