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Pedagogijska istraživanja, Vol. 1 No. 2, 2004.

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THE CONDITIONS AND EFFECTS OF STUDY INTEREST AND MOTIVATION FOR LEARNING (MOTIVES FOR THE CHOICE OF THE STUDY AND REGULATORY MOTIVATION STYLES) IN CROATIAN AND GERMAN STUDENTS

Marko Palekčić ; Filozofski fakultet Sveučilišta u Zagrebu Odsjek za pedagogiju
Florian Müller ; Sveučilište Bundeswehr, München Fakultet za pedagogiju

Puni tekst: hrvatski pdf 538 Kb

str. 159-192

preuzimanja: 799

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Puni tekst: engleski pdf 80 Kb

str. 160-160

preuzimanja: 289

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Puni tekst: njemački pdf 92 Kb

str. 193-193

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Sažetak

The ar ti cle presents the results of the empirical investigation of the conditions and effects of interest for study and regulatory motivation styles) in Croatian and German stu dents. The participants were students from various departments on the Faculty of Phi los o phy in Zadar (N=489) and students from various departments on Bundeswehr University in Munich (N=489). As the theoretical framework the motivational theory of self-de ter mi na tion (SDT) by
Deci and Ryan, Munich theory of interest by Krapp, Schiefele and Prentzel, as well as Goldberg’s Big Five personality model were applied. The theoretical assumptions of those theories are valid both on Croatian and German universities. Significant differences were established between the two samples in the structure and prominence of motivation for learning and study interest as well as in the specific relations between conditions (motives for the choice of the study and observed learning environment) and possible effects (avoid ance of effort, tendency towards leaving study and satisfaction with study) of study interest and motivation for learn ing. There are pronounced differences in expressed motivation for learning and study interest both in German and Croatian students regarding the participants’ sex and year of study. The authors place the results of this study in context of cultural validity of pedagogical-psychological theories of interest and intrinsic motivation, as well as in the broader context of possibilities for improvement of the quality of teaching on European universities viewed as the shared cultural-pedagogical environment.

Ključne riječi

intrinsic motivation; regulatory motivation styles; interest for study; leaving and interruption of study; comparative study; quality of university teaching and environment; The Bologna Declaration

Hrčak ID:

139360

URI

https://hrcak.srce.hr/139360

Datum izdavanja:

22.12.2004.

Podaci na drugim jezicima: hrvatski njemački

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