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Regulation Styles of Motivation in Relation to Different Teaching Content

Franka Krajnović ; Zadar, Hrvatska

Puni tekst: hrvatski, pdf (36 MB) str. 105-117 preuzimanja: 244* citiraj
APA 6th Edition
Krajnović, F. (2016). REGULACIJSKI STILOVI MOTIVACIJE U ODNOSU NA RAZLIČITE SADRŽAJE UČENJA. Život i škola, LXII (2), 105-117. Preuzeto s https://hrcak.srce.hr/179030
MLA 8th Edition
Krajnović, Franka. "REGULACIJSKI STILOVI MOTIVACIJE U ODNOSU NA RAZLIČITE SADRŽAJE UČENJA." Život i škola, vol. LXII, br. 2, 2016, str. 105-117. https://hrcak.srce.hr/179030. Citirano 23.04.2021.
Chicago 17th Edition
Krajnović, Franka. "REGULACIJSKI STILOVI MOTIVACIJE U ODNOSU NA RAZLIČITE SADRŽAJE UČENJA." Život i škola LXII, br. 2 (2016): 105-117. https://hrcak.srce.hr/179030
Harvard
Krajnović, F. (2016). 'REGULACIJSKI STILOVI MOTIVACIJE U ODNOSU NA RAZLIČITE SADRŽAJE UČENJA', Život i škola, LXII(2), str. 105-117. Preuzeto s: https://hrcak.srce.hr/179030 (Datum pristupa: 23.04.2021.)
Vancouver
Krajnović F. REGULACIJSKI STILOVI MOTIVACIJE U ODNOSU NA RAZLIČITE SADRŽAJE UČENJA. Život i škola [Internet]. 2016 [pristupljeno 23.04.2021.];LXII(2):105-117. Dostupno na: https://hrcak.srce.hr/179030
IEEE
F. Krajnović, "REGULACIJSKI STILOVI MOTIVACIJE U ODNOSU NA RAZLIČITE SADRŽAJE UČENJA", Život i škola, vol.LXII, br. 2, str. 105-117, 2016. [Online]. Dostupno na: https://hrcak.srce.hr/179030. [Citirano: 23.04.2021.]

Sažetak
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.

Ključne riječi
education; teaching process; teaching content; structure motivation; learning environment

Hrčak ID: 179030

URI
https://hrcak.srce.hr/179030

[hrvatski] [njemački]

Posjeta: 652 *