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Autori: Pahljina Reinić, Rosanda; Kolić-Vehovec, Svjetlana; Rončević Zubković, Barbara
Naslov: Interest, learning and achievement in academic settings: The role of task values, achievement goals and learning strategies
Izvornik: Fostering communities of learnersAmsterdam :
Skup: 13th Biannial Conference for Research on Learning and Instruction
Mjesto i datum: Amsterdam, Nizozemska, 25.-29.08.2009.
Ključne riječi: individual and situational interest; task value; achievement goals; learning strategies; academic achievement
Sažetak:
The main aim of this study was to examine the dynamics of relations between individual and situational interest in university students. The aim was also to explore the role of perceived task value and achievement goals in interest development and achievement, as well as the role of study strategies in relation between motivational variables and achievement. The participants were 178 first-year university students during the Educational Psychology course. The measures of individual and situational interest, perceived self-efficacy, course value and achievement goals were applied at the beginning of the course, during the ninth week of the semester, and at the end of the semester. The interest measure was derived from Harackiewicz et al.'s scale (1997). The Components of Self-Regulated Learning Scale (CSRL, Niemivirta, 1998) was used to measure perceived self-efficacy, course value and achievement goals. Study strategies were assessed in the second and third wave of measuring by items from Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1993). The students' scores on two exams during the course and overall final grade points were used as performance measures. Individual interest showed as significant predictor of situational interest in the middle of the semester that became relatively stable until the end of the semester. Situational interest was predicted by course value and mastery goals. Finally, situational interest indirectly predicted academic performance through metacognitive self-regulation strategy use.
Vrsta sudjelovanja: Poster
Vrsta prezentacije u zborniku: Sažetak
Vrsta recenzije: Međunarodna recenzija
Projekt / tema: 009-1301676-2381
Izvorni jezik: ENG
Kategorija: Znanstveni
Znanstvena područja:
Psihologija
Upisao u CROSBI: skolic@ffri.hr (skolic@ffri.hr), 8. Tra. 2010. u 15:08 sati



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