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Personality, motives and learning environment as foundation of self-determined learning motivation (CROSBI ID 132157)

Prilog u časopisu | izvorni znanstveni rad

Müller, Florian H. ; Palekčić, Marko ; Beck, Matthias ; Wanninger, Sebastian Personality, motives and learning environment as foundation of self-determined learning motivation // Review of psychology, 13 (2006), 2; 73-84-x

Podaci o odgovornosti

Müller, Florian H. ; Palekčić, Marko ; Beck, Matthias ; Wanninger, Sebastian

engleski

Personality, motives and learning environment as foundation of self-determined learning motivation

This study interrogates the question how personality, motives for studying and the perceived learning environment explain self-determined learning motivation in higher education. Previous research has predominantly focused on the interrelation between learning environment and self-determined motivation or on the outcomes of self-determined learning motivation. Whereas the question whether relatively stable personality dispositions preform self-determined learning motivation has been largely neglected. As a theoretical foundation of this study serve the differential psychology model, "the Big Five” model (Goldberg, 1999), as well as Deci and Ryan’ s (2002a) self-determination theory. In regression analyses, we examined the data of 724 students: their personality traits (Big Five), their study motives and their evaluation of the teaching-learning environment, focusing on how these aspects can predict forms of more or less self-determined learning motivation (cf. Deci & Ryan, 2002a). The results of the hierarchical regression analysis show that the personality dimensions conscientiousness, neuroticism and openness explain a large part of the variance of learning motivation and that the additional clarification of motives to study and the learning environments is significant.

motivation; higher education; learning environment; personality; motives to study

Rad je nastao u okviru realizacije dva međunarodna projekta: Bedingungen tertiärer Bildungsprozesse im gesellschaftlichen Transformationsprozess. Eine kulturvergleichende Studie (laufend seit 2003). Florian Müller in Kooperation mit Prof. Dr. Johann Louw, Department of Psychology, University of Cape Town / Prof. Dr. Marko Palekcic, Universität Zagreb, Kroatien und Dr. Xiao Feng, Tongji Universität Shanghai, Universität für Wissenschaft und Technologie Harbin und Hunan (China) ; Florian Müller und Marko Palekčić : Studium und Interesse (Längsschnittstudie, laufend seit 2000)

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Podaci o izdanju

13 (2)

2006.

73-84-x

objavljeno

1330-6812

Povezanost rada

Pedagogija