Istraživanja kontinuirano pokazuju da interes, motivacija i uključenost u učenje fizike opadaju s godinama školovanja. Neka istraživanja pokazuju i da pad interesa za učenje fizike započinje već na ...početku formalnoga obrazovanja iz fizike pa je cilj ovoga istraživanja bio ispitati odrednice motivacije i uključenosti u učenje učenika koji se prvi put susreću s predmetom fizike. Uključenost u učenje predstavlja opažljivu manifestaciju motivacije, a većina autora smatra da je sačinjavaju bihevioralni (pažnja, koncentracija i ustrajnost), kognitivni (učenje s razumijevanjem) i emocionalni (pozitivne emocije za vrijeme učenja) aspekt. Za teorijski okvir odabran je kontekstualni model školske uključenosti prema kojemu motivacijska uvjerenja učenika posreduju u odnosu između kontekstualnih čimbenika i uključenosti. U istraživanju je sudjelovalo 595 učenika sedmih razreda iz deset osnovnih škola u Zagrebu prosječne dobi od 13 godina (51 % djevojčica). Za provjeru medijatorne uloge motivacijskih uvjerenja učenika (samoefikasnosti, interesa, važnosti i korisnosti fizike) u odnosu između triju aspekata motiviranja učenika (nastavnička brižnost, poticanje autonomije i nastavnička struktura) te triju aspekata uključenosti u učenje (bihevioralnoga, kognitivnoga i emocionalnoga) korišteno je strukturalno modeliranje. Rezultati istraživanja u skladu su s teorijskim modelom i pokazali su da tri aspekta uključenosti u učenje fizike imaju različite mehanizme na početku formalnoga obrazovanja iz fizike. Najvažnijim se medijatorom pokazao interes za fiziku koji je posredovao u odnosu između nastavničke brižnosti i strukture te bihevioralne i emocionalne uključenosti u učenje fizike, dok su uvjerenja o samoefikasnosti i korisnosti fizike posredovala u odnosu između nastavničkoga poticanja autonomije te kognitivne uključenosti u učenje fizike. Rezultati imaju teorijske i praktične implikacije.
Research continuously shows that interest, motivation, and engagement in learning physics decline with years of schooling. Some research show that the decline in interest in learning physics begins at the beginning of formal education in physics, so the aim of this research was to examine the determinants of motivation and engagement in learning of students who are just encountering the subject of physics. Engagement in learning is an objective manifestation of motivation, and according to most authors, it consists of behavioural (attention, concentration, and perseverance), cognitive (learning with understanding) and emotional (positive emotions during learning) aspects. According to the contextual model of school engagement, students’ motivational beliefs mediate the relationship between contextual factors and engagement in learning. Structural equation modelling was used to test the mediating role of students’ motivational beliefs (self-efficacy, interest, utility, and attainment) in the relationship between three aspects of the teacher’s motivating style (involvement, autonomy, and structure) and three aspects of engagement in learning physic (behavioural, cognitive, and emotional). The participants were 595 7th-grade students from ten elementary schools in Zagreb with an average age of 13 (51% girls). The results of the research are in line with the theoretical model, and they showed that the most important mediator was the interest in physics that mediated the relationship between teacher involvement and structure and behavioural and emotional engagement in learning physics. Self-efficacy beliefs and utility mediated the relationship between teacher provision of autonomy and cognitive engagement in physics. The results have theoretical and practical implications.
The role of motivational processes in self-regulated learning is recognized in all the models of self-regulated learning, but differently conceptualized. Integrating the presumptions of the ...expectancy-value model, models of self-regulating learning, and distinction between motivational beliefs related to learning process and related to self-regulation of learning, we formed the reconceptualized model of the role of motivational beliefs in self-regulated learning in the process of learning mathematics. In our model we presume that motivational beliefs related to a specific domain can be considered as a precursor of self-regulated learning, while motivational beliefs related to the self-regulation of learning can be viewed as mediators of self-regulated learning. The participants in our study were 582 secondary school students. We explored the role of their motivational beliefs related to learning mathematics (self-efficacy for learning, subjective task value) and related to self-regulation of learning (self-efficacy for self-regulated learning, perceived cost) in predicting two different outcomes of self-regulation in learning – student behavioural engagement and procrastination. The results of our research suggest that the relationship between mathematics-related motivational beliefs and criterion variables (student behavioural engagement and procrastination) is mediated by motivational beliefs related to self-regulated learning. Consistent with our reconceptualized theoretical model, our results indicate that motivational beliefs related to the specific domain of mathematics do not predict behavioural engagement and procrastination in mathematics directly as hypothesized by expectancy-value theory, while indirect effects through motivational beliefs related to self-regulation are in line with our reconceptualized theoretical model.
Recent research has suggested that both the Honesty-Humility dimension, psychopathic traits and cheating attitudes are important predictors of academic dishonesty. The present study examined: a) the ...incremental role of triarchic psychopathic traits in academic cheating over the Honesty-Humility dimension; b) the incremental role of cheating attitudes over personality; c) the mediating role of cheating attitudes in the relationship between different psychopathic components and academic cheating. Two-hundred-and-ninty-seven students (59% female, 23 years on average) completed several questionnaires: the Triarchic Psychopathy Measure (TriPM), The HEXACO-PI-R Honesty-Humility scale, Attitudes Toward Cheating Scale, and the Academic Cheating Behaviours Scale. As expected, triarchic psychopathy added incremental variance in explaining academic cheating, after controlling for Honesty-Humility. Cheating attitudes explained additional 24% after controlling for personality traits. Meanness lead to more lenient attitudes toward cheating, which lead to more academic cheating behaviours. On the other hand, the effects of boldness and disinhibition were not mediated by attitudes towards cheating. Overall, the results suggest that the psychopathic traits display the effects on the academic cheating via several different mechanisms. The findings have both important theoretical and practical implications.
Istraživanja kontinuirano pokazuju da interes, motivacija i uključenost u učenje fizike opadaju s godinama školovanja. Neka istraživanja pokazuju i da pad interesa za učenje fizike započinje već na ...početku formalnoga obrazovanja iz fizike pa je cilj ovoga istraživanja bio ispitati odrednice motivacije i uključenosti u učenje učenika koji se prvi put susreću s predmetom fizike. Uključenost u učenje predstavlja opažljivu manifestaciju motivacije, a većina autora smatra da je sačinjavaju bihevioralni (pažnja, koncentracija i ustrajnost), kognitivni (učenje s razumijevanjem) i emocionalni (pozitivne emocije za vrijeme učenja) aspekt. Za teorijski okvir odabran je kontekstualni model školske uključenosti prema kojemu motivacijska uvjerenja učenika posreduju u odnosu između kontekstualnih čimbenika i uključenosti. U istraživanju je sudjelovalo 595 učenika sedmih razreda iz deset osnovnih škola u Zagrebu prosječne dobi od 13 godina (51 % djevojčica). Za provjeru medijatorne uloge motivacijskih uvjerenja učenika (samoefikasnosti, interesa, važnosti i korisnosti fizike) u odnosu između triju aspekata motiviranja učenika (nastavnička brižnost, poticanje autonomije i nastavnička struktura) te triju aspekata uključenosti u učenje (bihevioralnoga, kognitivnoga i emocionalnoga) korišteno je strukturalno modeliranje. Rezultati istraživanja u skladu su s teorijskim modelom i pokazali su da tri aspekta uključenosti u učenje fizike imaju različite mehanizme na početku formalnoga obrazovanja iz fizike. Najvažnijim se medijatorom pokazao interes za fiziku koji je posredovao u odnosu između nastavničke brižnosti i strukture te bihevioralne i emocionalne uključenosti u učenje fizike, dok su uvjerenja o samoefikasnosti i korisnosti fizike posredovala u odnosu između nastavničkoga poticanja autonomije te kognitivne uključenosti u učenje fizike. Rezultati imaju teorijske i praktične implikacije.
This study explores the role of the motivational self-regulation in academic procrastination under the personality framework. Therefore, the aims of the study were to investigate: (a) the role of ...personality dimensions in the self-regulation of motivation; (b) the role of self-regulation of motivation in procrastination; and (c) the mediating role of the self-regulation of motivation. The participants were 274 university students (M = 21 years). The Big Five traits explained from 6% to 17% variance of the individual motivational regulation strategies (MRSs). Both personality (conscientiousness) and the MRS (environmental control) were significant predictors of academic procrastination. Conscientiousness, agreeableness, and intellect showed an indirect effect on reducing academic procrastination, mediated through the strategy of environmental control, thus additionally suggesting the important role of this motivational strategy. Since this strategy can be taught, these findings have a strong practical value.
Research has shown that interest and engagement in learning physics declines with years of schooling, and leads to low enrolment later on in physics courses. Since the first experiences with physics ...in elementary education is important for the formation of attitudes and interest in physics, the aim of this research was to examine the contextual and individual determinants of engagement in physics from the elementary school physics teachers' perspective. The contextual model of student engagement was used as a conceptual framework. Twelve in-depth semi-structured interviews were conducted with physics teachers (nine females). A phenomenological approach was used. The research findings show that, in addition to motivational beliefs, students' personality characteristics also had an important role for interactions with the teacher and for the completion of class activities. Regarding the contextual determinants of student engagement, teachers described their role and the role of parents and peers. The role of the teacher is twofold and is reflected through positive relationships with students (social relatedness contexts) and teaching methods (instructional context). Teachers' responses suggest that student engagement stems from the complex interaction of individual and contextual determinants that successful teachers direct in order for their students to achieve the best possible educational outcomes.
The hierarchical model of achievement motivation assumes that individual characteristics predict achievement goals, which further predict achievement outcomes. One of the individual characteristics ...that may be particularly important in subjects that require abstract reasoning, such as mathematics, is need for cognition. Therefore, the aim of the present study was to examine the relationships between the students' need for cognition, achievement goals and different aspects of engagement in mathematics within the hierarchical model of achievement goals. The sample consisted of 543 students from six academic-track secondary schools. Participants completed self-report measures for need for cognition, achievement goals and engagement (both of the latter measures were related to the field of mathematics). Structural equation modelling was used in mediational analyses. Findings are consistent with the hierarchical model of achievement motivation and demonstrated that achievement goals mediated the relationship between the need for cognition and engagement in mathematics.
Aim: Multiple myeloma (MM) patients might require haemodialysis (HD) and/or plasma exchange (PE) in cases of acute kidney injury (AKI) and/or chronic kidney disease (CKD) and/or other indications. ...The study analysed the survival of MM patients who required HD and/or PE.
Subjects and methods: All 144 patients treated for MM at the University Hospital Centre Osijek between 1994 and 2018 (of whom 47.9 % were men) were included in the study. Data were collected from medical records. MedCalc Statistical Software version 17.8.2 was used for the statistical analysis, with significance set at α = 0.05.
Results: Forty-three of 144 MM patients (29.9 %) were treated with HD and/or PE. Male patients required HD or PE more often than female patients (62.8 % vs 37.2 %, P = 0.02). Patients who did not require HD or PE were significantly older at the time of their death than the patients treated with HD or PE 75 (interquartile range, IQR, 72 – 77) vs 72 (IQR 66 – 75) years; P = 0.009, Mann-Whitney test. Among all patients who required acute or chronic HD, PE or a combination of the treatments, the longest life span was found in 17 patients who were treated with chronic HD (median 12 months, IQR 8 – 58).
Conclusion: Kidney failure requiring HD or PE in MM was associated with a significantly shorter life span in comparison with other MM patients. Chronic HD patients had the longest survival among patients who required acute or chronic HD, PE or a combination of the treatments. In general, MM patients in need for HD and/or PE had poor survival.
(Smajić* P, Schönberger E, Periša V, Sinčić Petričević J, Zibar L, Kralik K. Survival of Multiple Myeloma Patients Undergoing Dialysis or Plasma Exchange - A Single Centre’s 25-Year Experience. SEEMEDJ 2020; 4(1); 25-31)
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