Akcijsko istraživanje predstavlja specifičan proces unaprjeđivanja odgojno-obrazovne prakse djelovanjem aktera te prakse. Da bi akcijsko istraživanje bilo učinkovito, potrebno ga je smjestiti u ...kontekstualni okvir prakse nastavnika. Iako se danas sve više nastoji primijeniti akcijsko istraživanje u školama, čini se da njegova važnost još uvijek nije u potpunosti shvaćena. U radu su prikazani aspekti provedbe i evaluacije aktivnosti usmjerenih na povećanje motivacije nastavnika – refleksivnih praktičara za profesionalni razvoj, provedenih akcijskim istraživanjem s nastavnicima razredne nastave. Istraživanje je provedeno u tri faze. Prva faza uključivala je formuliranje temeljnih polazišta istraživanja, upoznavanje potencijalnih sudionika s okvirnim planom aktivnosti kao i zajedničku konkretizaciju aktivnosti nakon opredjeljenosti nastavnika za sudjelovanje u istraživanju. U drugoj fazi istraživanja realizirane su ukupno tri aktivnosti teorijskog, praktičnog i kreativnog karaktera praćene raspravama usmjerenim na maksimiziranje učinaka procesa, a paralelno s tim tekao je i proces promatranja učinaka i došlo je do formativne evaluacije procesa. Treću fazu istraživanja obilježila je sumativna evaluacija učinaka programa koja je uključivala percepcije nastavnika o učincima provedenih aktivnosti i njihove buduće planove za uključivanje u proces stručnog usavršavanja u području akcijskog istraživanja i refleksivne prakse. Rezultati istraživanja upućuju na mogućnost povećanja motivacije nastavnika – refleksivnih praktičara za profesionalni razvoj u području akcijskog istraživanja i refleksivne prakse.
Action research is a specific process aimed at improving educational practices through active involvement by those within the educational system. For action research to be effective, it needs to be placed within the contextual framework of teacher practice. Although there is an increasing effort to apply action research in schools today, its importance still seems not to be fully understood. The paper presents aspects of implementing and evaluating activities aimed at increasing the motivation of teachers - reflective practitioners for professional development, conducted through action research with classroom teachers. The research was conducted in three phases. The first phase included formulating the basic starting points of the research, familiarising potential participants with the framework plan of activities, and the joint concretisation of the activities after the teachers' commitment to participate in the research. In the second phase of the research, three activities of theoretical, practical and creative character were realised, followed by discussions aimed at maximising the effects of the process. In parallel with this, the process of observing the effects was also carried out, and a formative evaluation of the process took place. The third phase of the research was marked by a summative evaluation of the programme's effects, including the teachers' perceptions of the impacts of the implemented activities and their future plans for inclusion in the professional development process in action research and reflective practice. The research results point to the possibility of increasing the motivation of teachers - reflective practitioners for professional development in action research and reflective practice.
This paper presents the results of a research conducted in „Jovan Jovanović Zmaj“ Grammar school in March 2014 with a sample of 35 students. The experimental procedure consisted of specially designed ...teaching methods and approaches, as well as the evaluation papers, with the aim of confirming the hypothesis that students’ motivation increases as a result of intertextuality used as a method of analysis and as a basis for the implementation of lessons. We know that students’ motivation for reading and active participation in the process learning and thinking depends on many factors, both inside and outside the classroom. If a teacher’s personality, his or her preferences, and personal motivation and engagement are taken as the key factors in motivating students, applying ideas of modern literary theory in the teaching process is the most appropriate solution to achieve that, since modern approaches in text analysis open up many possibilities in designing classes. We tried to test this theory in practice by constructing a micro-study, which included the observations and monitoring of the teaching process, as well as student and teacher evaluation forms. The hypothesis was that students are generally more motivated, more active in participation, and the number of those who read the book is proportionally on the rise if the approach to the text is more innovative, which ultimately motivates the teachers themselves. This was clearly confirmed in the students’ evaluation results. Some of the written and oral comments made by students in the final lesson (the synthesis) were that they think that this was the right time to read the novel, because they understood it quite differently after the lecture. They also agreed that “Master and Margarita” is a semiotic novel, and that they had the impression that they opened up a whole new field of looking at literature. This is proof of their increasing motivation, and also the greatest confirmation of the hypothesis that was tested.
Pričujoči članek se posveča etimologiji besede чекор 'korak', kijo s takim pomenom in besedotvorno zgradbo pozna le makedonščina. Ker se ista beseda z naglasom na zadnjem zlogu ter pomeni 'suho, ...krivo drevo', 'stor' in 'korenina' pojavlja v jugovzhodni makedonščini ter nekaterih bolgarskih narečjih, bomo poskusili ti dve besedi izvesti iz istega korena in analizirati njun prvotni pomen.
Croatia, as a traditionally emigrant country, has experienced large population emigrations since the 15th century, and this trend has continued until today. With Croatia’s entry into the European ...Union, the conditions for migrating have changed significantly, and it has never been easier to migrate, with the majority of people emigrating being young people of working age between the ages of 20 and 39. This is also evident from the net migration, that is, the difference in the number of immigrants and emigrants, which has shown a negative trend in the last few years. Knowing and understanding the emigration motives is one of the most important preconditions to being able to influence the factors that encourage young people to emigrate. Therefore, the aim of this research was to determine the main emigration motives and their representation among young emigrants from Croatia through the prism of their attitudes and opinions. The research was conducted as part of the flzaJEDNO srce, jedna dusa, jedna Hrvatska« project, which was encouraged by the Humanitarian Association of Father Mladen HrkaÊ. The research focused on new emigrants to European countries, aged 18 to 40. The results show that, according to their statements and opinions, the motivation of youth from Croatia, in accordance with the theoretical framework, is based on the complementary effect of push and pull factors, whereby the pull factors are perceived as stronger motivational factors for the decision to migrate. This research, in addition to providing and expanding insight into the motivational factors of Croatian youth through their attitudes and opinions, emphasizes the necessity of further research and the expansion of scientific knowledge on which it is possible to base public policies.
U ovom radu sportska motivacija je operacionalizovana u skladu sa konceptualnim okvirom teorije samodeterminacije kao intrinzička motivacija (za saznanjem, ostvarenjem i stimulacijom) i ekstrinzička ...motivacija (identifikacijom, introjekcijom, eksternom regulacijom) i amotivacija (Deci i Ryan, 2000). Cilj ovog eksplorativnog istraživanja bio je da takav koncept sportske motivacije provjeri na uzorku mladih fudbalera iz različitih zemalja (Rusija, Srbija, Crna Gora). Pretpostavljeno je da se mladi fudbaleri ne razlikuju u pogledu intrinzičke motivacije bez obzira na uzrast i zemlju iz koje dolaze. Takođe, pretpostavljeno je da postoje značajne razlike u ekstrinzičkim aspektima sportske motivacije, što može da ukaže na potencijalnu specifičnost socijalnih uticaja u različitim zemljama, ili na razvojno uslovljen različit stepen internalizacije spoljašnjih razloga za aktivnost. Ispitano je 178 mladih fudbalera, uzrasta od 12 do 15 godina. Iskorišćena je skala sportske motivacije – SMS 28 (Pelleiter, Fortier, Vallerand, Briere, Tuson i Blais, 1995). Primijenjen je t-test, ANOVA i MANOVA. Pokazalo se da postoje značajne razlike između mladih fudbalera iz Rusije i iz Srbije i Crne Gore u pogledu intrinzičke motivacije za ostvarenjem i svih aspekata ekstrinzičke motivacije. Dvanaestogodišnjaci se razlikuju od ostalih ispitivanih uzrasta po amotivaciji, a značajne razlike postoje između uzrasta od 13 i 14 godina u pogledu ekstrinzičke motivacije identifikacijom, introjekcijom i eksternom regulacijom. Kada se u analizi motivacije istovremeno uzme u obzir zemlja iz koje dolaze mladi fudbaleri i uzrast, pokaže se da je značajna samo razlika u pogledu ekstrinzičke motivacije introjekcijom.
Ker nimamo avtorskih didaskalij, je celoten svet drame (vključno s psihično in materialno realnostjo) predstavljen izključno z besedami, ki jih govorijo dramski liki. Roman Ingarden imenuje takšen ...način predstavljanja shematična reprezentacija: na ta način predstavljeni predmeti so namreč samo skicirani, nešteta nedoločena mesta v njihovi predstavitvi vabijo bralca, da jih v procesu konkretizacije alirekonstrukcije zapolni z intelektualnimi in domišljijskimi operacijami in se pri tem opira na svoje znanje in izkušnje. Tako konkretizacijo kot rekonstrukcijo je treba ločevati od literarnega dela samega; ker ju oblikuje bralec s svojo domišljijsko dejavnostjo, predstavljata oviro pri spoznavanju dela samega. Ingardnovo teorijo so kritizirali prav zaradi tega, ker daje bralcu preveč manevrskega prostora pri konstituiranju in tudi pri rekonstrukciji literarne umetnine (Ray, Kos, Holub, Calinescu). Zdi se, da te kritike temeljijo v nekoliko poenostavljenem razumevanju Ingardnove izredno kompleksne analize, v kateri se kaže, da je vloga bralca sicer omejena s tekstom, a vendarle vitalnega pomena za sekundarno eksistenco literarne umetnine. V članku so obravnavani neverbalni dejavniki motivacije v Sofoklovi tragediji; razdeljeni so v tri skupine: značajske poteze, dramska klima in čutne izkušnje. Članek se zaključi z analizo Odisejeve neverbalne motivacije v tragediji Ajant, ki predstavlja poseben primer, saj je tu odločilni dejavnik motivacije Odisejeva izkušnja numinoznega.
Cilj je ovog rada bio ispitati odnos ciljnih orijentacija u učenju, pristupa učenju i akademskog uspjeha kod studenata te provjeriti mogućnost predviđanja akademskog uspjeha na temelju ciljnih ...orijentacija u učenju i pristupa učenju. U istraživanju je sudjelovalo N=346 studenata i studentica drugih i trećih godina preddiplomskih i prvih godina diplomskih studija različitih fakulteta i odsjeka osječkog sveučilišta. Rezultati pokazuju da postoji pozitivna povezanost akademskog uspjeha s ciljnom orijentacijom na znanje i izvedbu te s dubinskim i strateškim pristupima učenju, a negativna povezanost akademskog uspjeha s ciljnom orijentacijom na izbjegavanje truda i površinskim pristupom učenju. Osim toga, rezultati pokazuju da postoji pozitivna povezanost ciljne orijentacije na znanje s dubinskim i strateškim pristupima učenju kao i pozitivna povezanost ciljne orijentacije na izbjegavanje truda s površinskim i negativna s dubinskim pristupima učenju. Nadalje, kao pozitivni prediktori akademskog uspjeha pokazale su se ciljne orijentacije na znanje i izvedbu te dubinski pristup učenju. Vrsta studija pokazala se značajnim moderatorom veze između dubinskog procesiranja i akademskog uspjeha. Dubinsko procesiranje značajan je prediktor uspjeha kod studenata prirodoslovnih i tehničkih studija, a nije značajan prediktor kod studenata društveno-humanističkih studija.
ALCOHOL DRINKING MOTIVATION AND HABITS OF ADOLESCENTS IN THE CITY OF DUBROVNIK Adolescent alcohol use is one of the biggest public health problems of youth worldwide. Studies conducted in the ...Republic of Croatia confirm a high prevalence of this phenomenon in high school students with the data showing that almost 92% of young people under the age of 16 have tried some of the alcoholic beverages. The aim of this study was to examine the prevalence of beer and spirit drinking among high school students according to gender, type of school, and beer drinking of people closely related to them. The study also explored high school students’ motivation for beer drinking and differences in motivation between genders. The study included 789 students from 2nd and 3rd grades of high schools in Dubrovnik. The results showed that 92% of students have tried alcohol at least once. A higher percentage of male students consumed beer and wine than female students, and when it came to hard liquor, female students drank an equal amount of hard liquor as male students. The students in vocational schools, particularly in three-year programs consume more alcohol than the students from grammar schools. The study showed a correlation between adolescent drinking and drinking habits of people close to them, in particular partners and close friends. The study also showed the link between adolescent drinking and parents’ beer drinking. The most common motivation for drinking beer in adolescents is having fun and relaxing from everyday worries. They drink beer when they feel happy or bored as beer drinking increases their good mood and contributes to feeling relaxed. This study results indicate the need for implementing science-based alcohol use prevention programs and programs of high school students’ mental health promotion. The importance of involving parents in prevention programs, the role of the community in promoting healthy lifestyles and organizing ways of constructive leisure and fun for young people are also emphasized. Key words: adolescents; alcoholic drinks; beer; drinking; motivation
Abstract Introduction There is a concerning trend of emigration among highly educated individuals in Montenegro. This includes medical professionals who seek better job opportunities abroad. The aim ...of the present study was to identify the primary motivational factors driving Montenegrin medical students to pursue a career in medicine, and whether these factors undergo changes over the course of their studies. Methods A cross-sectional study included 210 medical students in Montenegro, 27.62% were males, and 72.38% were females. The mean age of the students was 21.90 years (SD=3.05) (range 19–39). Their academic motivation was analysed using the Academic Motivation Scale, previously validated in various cultural contexts. Results The results showed that autonomous motivation levels were higher than controlled motivation levels (p<0.001) among students in Montenegro, which has been previously associated with better learning outcomes. Students with medical doctors among their family members had higher extrinsic motivation related to rewards and punishments (extrinsic motivation with external regulation p=0.018). Amotivation showed a trend of increasing as the students got closer to graduation (p=0.057). Only 8.1% of students planned a career in primary healthcare, and 1% wished to specialize in family medicine. Conclusions This study’s findings, which indicate high levels of autonomous motivation among medical students, are of significant importance. They contribute to a comprehensive understanding of the motivation factors among medical students and young healthcare professionals in Montenegro. Moreover, they provide a basis for the implementation of strategic interventions to retain highly skilled medical professionals within the country’s workforce, thereby addressing the concerning trend of emigration among this group.
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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