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Pahljina-Reinić, Rosanda
Psihologijske teme, 12/2022, Volume: 31, Issue: 3Journal Article, Paper
Cilj je ovoga rada bio identificirati profile ciljnih orijentacija studenata i ispitati razlike u učestalosti korištenja specifičnih strategija samoregulacije motivacije između studenata različitih profila ciljnih orijentacija. Istraživanje je provedeno na uzorku od 290 studenata nastavničkih studija primjenom upitnika. Analizom latentnih profila identificirane su četiri grupe studenata različitih profila ciljnih orijentacija: niskoorijentirani na uspjeh (21.3 %), prosječni (45.8 %), orijentirani na učenje (25.3 %) i orijentirani na uspjeh (7.6 %). Rezultati pokazuju da su studenti s motivacijski nepovoljnijim profilima (niskoorijentirani na uspjeh, prosječni) općenito manje skloni koristiti strategije regulacije motivacije. Iako studenti koji su orijentirani na učenje i studenti koji su orijentirani na uspjeh većinu ispitanih strategija koriste podjednako često, studenti koji su orijentirani na učenje češće koriste strategije regulacije vrijednosti i situacijskoga interesa. This study aimed to explore university students’ achievement goal orientation profiles and examine differences in the reported use of motivational regulation strategies among students with different profiles. The study was conducted on a sample of 290 teacher education program students by applying self-report questionnaires. Using latent profile analysis, four distinct goal orientation profiles were identified: low-success-oriented (21.3%), indifferent (45.8%), mastery-oriented (25.3%), and success-oriented (7.6%). Results indicate that students exhibiting less favourable motivational profiles (low-success-oriented, indifferent) are generally less likely to report using motivation regulation strategies. Although mastery-oriented students and success-oriented students report using some of the examined types of strategies to a similar extent, mastery-oriented students report using strategies for regulating value and situational interest more often.
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