hrcak mascot   Srce   HID

Izvorni znanstveni članak
https://doi.org/10.31820/pt.27.2.3

Gender and Age Differences in Motivation and Self-Regulated Learning

Danijela Jandrić ; Zagreb, Hrvatska
Karmen Boras ; Osnovna škola Silvija Strahimira Kranjčevića - Senj, Hrvatska
Zvonimir Šimić ; Osnovna škola dr. Jure Turića - Gospić, Hrvatska

Puni tekst: hrvatski, PDF (685 KB) str. 177-193 preuzimanja: 663* citiraj
APA 6th Edition
Jandrić, D., Boras, K. i Šimić, Z. (2018). Rodne i dobne razlike u motivaciji i samoregulaciji učenja. Psihologijske teme, 27 (2), 177-193. https://doi.org/10.31820/pt.27.2.3
MLA 8th Edition
Jandrić, Danijela, et al. "Rodne i dobne razlike u motivaciji i samoregulaciji učenja." Psihologijske teme, vol. 27, br. 2, 2018, str. 177-193. https://doi.org/10.31820/pt.27.2.3. Citirano 22.09.2021.
Chicago 17th Edition
Jandrić, Danijela, Karmen Boras i Zvonimir Šimić. "Rodne i dobne razlike u motivaciji i samoregulaciji učenja." Psihologijske teme 27, br. 2 (2018): 177-193. https://doi.org/10.31820/pt.27.2.3
Harvard
Jandrić, D., Boras, K., i Šimić, Z. (2018). 'Rodne i dobne razlike u motivaciji i samoregulaciji učenja', Psihologijske teme, 27(2), str. 177-193. https://doi.org/10.31820/pt.27.2.3
Vancouver
Jandrić D, Boras K, Šimić Z. Rodne i dobne razlike u motivaciji i samoregulaciji učenja. Psihologijske teme [Internet]. 2018 [pristupljeno 22.09.2021.];27(2):177-193. https://doi.org/10.31820/pt.27.2.3
IEEE
D. Jandrić, K. Boras i Z. Šimić, "Rodne i dobne razlike u motivaciji i samoregulaciji učenja", Psihologijske teme, vol.27, br. 2, str. 177-193, 2018. [Online]. https://doi.org/10.31820/pt.27.2.3

Sažetak
Self-regulated learning is an active participation in a learning process, which comprises cognitive, metacognitive and behavioural processes, and involves learning strategies and peer learning. In the basis of self-regulation is motivation, which in school settings can be specified as test anxiety, selfefficacy, and intrinsic and extrinsic value. The aim of this research was to verify the differences between male and female participants as well as between fifth- and seventh-grade students, regarding intrinsic and extrinsic value, self-efficacy, test anxiety, learning strategies and peer learning. Participants were fifth- and seventh-grade students (N = 172) from two elementary schools. No differences were found between male and female participants in intrinsic and extrinsic value, self-efficacy, learning strategies and peer learning. However, statistically significant differences in the all of the above-mentioned variables were found between younger and older students. Weaker motivation and self-regulated learning, found among older students, confirmed previous findings in this field. Results are discussed within the framework of personality development and selfdetermination theory which describe academic motivation and self-regulated learning.

Ključne riječi
motivation; self-regulated learning; age; gender

Hrčak ID: 203793

URI
https://hrcak.srce.hr/203793

[hrvatski] [španjolski]

Posjeta: 1.658 *