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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, 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: 3259; Prenosov: 125
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16. Ali pouk matematike v 4. razredu s pomočjo računalnika vedno prinaša boljše rezultate znanja : diplomsko deloPetra Verbič, 2015, diplomsko delo Ključne besede: učne oblike, učne metode, učne strategije, e-gradiva, matematika, eksperimentalna raziskava, preizkus znanja iz kombinatorike, 4. razred
Objavljeno v RUP: 14.10.2015; Ogledov: 3539; Prenosov: 125
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17. Učne težave pi matematiki na razredni stopnji osnovne šole : diplomsko deloTadeja Andrejašič, 2014, diplomsko delo Ključne besede: učne težave, vzroki za učne težave, diskalkulija, matematika, specifične aritmetične učne težave, strategije dobre prakse, odziv na obravnavo, strategije prilagajanja
Objavljeno v RUP: 10.07.2015; Ogledov: 3168; Prenosov: 154
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