Original scientific paper
Regulation Styles of Motivation in Relation to Different Teaching Content
Franka Krajnović
; Zadar, Hrvatska
Abstract
The pedagogical starting point of this research was the theory of categorical education by W. Klafki, which derives from Herbart’s theory of education. Herbart argues that the importance of the teaching process is not the transfer of knowledge, but the intermediation of content, which, in a fruitful encounter between teachers and students, gives the answer to the eternal pedagogical question: how to motivate, train and obtain the student to think and work for himself?
The main goal of this research was, from the theory of self-determination perspective, to question the motivational beliefs connected to learning Croatian language, and Nursing care in relation to observed learning environment in nursing high schools. The respondents were third and fourth graders from two nursing high schools (N=359). The results have shown significant differences in the structure of motivation in learning different content. In Croatian language teaching process students placed the most value on the introjected regulation of motivation and in Nursing care teaching process they placed the most value on the external regulation of motivation. Weal so found significant differences in motivational beliefs between two schools.
Keywords
education; teaching process; teaching content; structure motivation; learning environment
Hrčak ID:
179030
URI
Publication date:
1.12.2016.
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