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High School Students' Adaptation of Task Definitions, Goals and Plans to Task Complexity – The Impact of Epistemic Beliefs

Stephanie Pieschl ; Westfälische Wilhelms-Universität Münster, Germany
Freia Stallmann ; Westfälische Wilhelms-Universität Münster, Germany
Rainer Bromme ; Westfälische Wilhelms-Universität Münster, Germany

Puni tekst: engleski, pdf (308 KB) str. 31-52 preuzimanja: 978* citiraj
APA 6th Edition
Pieschl, S., Stallmann, F. i Bromme, R. (2014). High School Students' Adaptation of Task Definitions, Goals and Plans to Task Complexity – The Impact of Epistemic Beliefs. Psihologijske teme, 23 (1), 31-52. Preuzeto s https://hrcak.srce.hr/120493
MLA 8th Edition
Pieschl, Stephanie, et al. "High School Students' Adaptation of Task Definitions, Goals and Plans to Task Complexity – The Impact of Epistemic Beliefs." Psihologijske teme, vol. 23, br. 1, 2014, str. 31-52. https://hrcak.srce.hr/120493. Citirano 24.07.2021.
Chicago 17th Edition
Pieschl, Stephanie, Freia Stallmann i Rainer Bromme. "High School Students' Adaptation of Task Definitions, Goals and Plans to Task Complexity – The Impact of Epistemic Beliefs." Psihologijske teme 23, br. 1 (2014): 31-52. https://hrcak.srce.hr/120493
Harvard
Pieschl, S., Stallmann, F., i Bromme, R. (2014). 'High School Students' Adaptation of Task Definitions, Goals and Plans to Task Complexity – The Impact of Epistemic Beliefs', Psihologijske teme, 23(1), str. 31-52. Preuzeto s: https://hrcak.srce.hr/120493 (Datum pristupa: 24.07.2021.)
Vancouver
Pieschl S, Stallmann F, Bromme R. High School Students' Adaptation of Task Definitions, Goals and Plans to Task Complexity – The Impact of Epistemic Beliefs. Psihologijske teme [Internet]. 2014 [pristupljeno 24.07.2021.];23(1):31-52. Dostupno na: https://hrcak.srce.hr/120493
IEEE
S. Pieschl, F. Stallmann i R. Bromme, "High School Students' Adaptation of Task Definitions, Goals and Plans to Task Complexity – The Impact of Epistemic Beliefs", Psihologijske teme, vol.23, br. 1, str. 31-52, 2014. [Online]. Dostupno na: https://hrcak.srce.hr/120493. [Citirano: 24.07.2021.]

Sažetak
Accurate task perception is an important prerequisite for self-regulated learning. The present study explores if 12th-grade high school students (N=131) adapt their task definitions, goals and plans to task complexity when confronted with six differently complex tasks and if this process is related to their epistemic beliefs. Results indicate that students successfully discriminate between tasks and mostly adapt accordingly. For example, students plan to use the strategy of processing critically more frequently for progressively more complex tasks. These adaptations are also related to students' epistemic beliefs. For example, students who believe in variable knowledge plan more shallow approaches to learning for simple tasks and deeper approaches for complex tasks than their counterparts believing in stable knowledge.

Hrčak ID: 120493

URI
https://hrcak.srce.hr/120493

Posjeta: 1.268 *