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15. "How and why should I study?": metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachersSonja Čotar Konrad, 2015, original scientific article Abstract: 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. Keywords: psihologija, učne strategije, študenti, motivacija, motivational beliefs self-regulated learning, metacognition, students Published in RUP: 08.08.2016; Views: 3284; Downloads: 125 Link to full text |
16. Ali pouk matematike v 4. razredu s pomočjo računalnika vedno prinaša boljše rezultate znanja : diplomsko deloPetra Verbič, 2015, undergraduate thesis Keywords: učne oblike, učne metode, učne strategije, e-gradiva, matematika, eksperimentalna raziskava, preizkus znanja iz kombinatorike, 4. razred Published in RUP: 14.10.2015; Views: 3589; Downloads: 125 Full text (2,60 MB) |
17. Učne težave pi matematiki na razredni stopnji osnovne šole : diplomsko deloTadeja Andrejašič, 2014, undergraduate thesis Keywords: učne težave, vzroki za učne težave, diskalkulija, matematika, specifične aritmetične učne težave, strategije dobre prakse, odziv na obravnavo, strategije prilagajanja Published in RUP: 10.07.2015; Views: 3186; Downloads: 154 Full text (293,62 KB) |