241. Učinki treninga tehnik razmišljanja po Edwardu de Bonu na učence v osnovni šoli : doktorska disertacijaBojana Tancer, 2016, doktorska disertacija Ključne besede: razmišljanje, eksplicitno učenje, metoda CoRT, ustvarjalno razmišljanje, motivacija, samopodoba, osnovna šola, disertacije Objavljeno v RUP: 10.11.2016; Ogledov: 3900; Prenosov: 77 Celotno besedilo (1,74 MB) |
242. Medosebni stik v visokošolskem izobraževanju: vloga pri dejavni udeležbi, motivaciji za študij in znanju študentov : doktorska disertacijaAna Bardorfer, 2016, doktorska disertacija Ključne besede: medosebni stiki, komunikacija, kakovost študija, medosebni odnosi, motivacija za študij, dejavna udeležba, kakovost znanja, teorija samodoločanja, disertacije Objavljeno v RUP: 10.11.2016; Ogledov: 3746; Prenosov: 267 Celotno besedilo (1,63 MB) |
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250. "How and why should I study?": metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachersSonja Čotar Konrad, 2015, izvirni znanstveni članek Opis: The study examined the relationship between metacognitive learning strategies and motivational beliefs, predicting academic performance of student teachers. The main aim of the study was to examine the predictive value of motivational beliefs and metacognitive learning strategies for students' academic performance. In the study 307 student teachers of the Faculty of Education completed the revised version of Motivated Strategies for Learning Questionnaire (Pintrich & de Groot, 1990). Regression analyses revealed that a higher sense of self-efficacy predicted better academic performance and a higher test anxiety predicted poorer academic performance. The implications of motivational orientation for cognitive engagement and self-regulation at the faculty are discussed. Ključne besede: psihologija, učne strategije, študenti, motivacija, motivational beliefs self-regulated learning, metacognition, students Objavljeno v RUP: 08.08.2016; Ogledov: 3266; Prenosov: 125 Povezava na celotno besedilo |