Epistemička uvjerenja su uvjerenja o prirodi znanja i načinima stjecanja znanja te su važan prediktor kako procesa, tako i ishoda učenja. Cilj je ovoga istraživanja bio utvrditi u kolikoj su mjeri ...epistemička uvjerenja povezana s ciljevima postignuća i pristupima učenju matematike te utvrditi imaju li ciljevi postignuća medijatorsku ulogu u povezanosti epistemičkih uvjerenja s pristupima studenata učenju u kontekstu učenja matematike na visokoškolskoj razini. Istraživana su dva aspekta epistemičkih uvjerenja – neadaptivno uvjerenje o jednostavnosti znanja i adaptivno uvjerenje o evaluaciji znanja. Dimenzija jednostavnosti znanja odnosi se na koncepciju znanja kao kontinuuma koji nastaje akumulacijom činjenica, za razliku od poimanja znanja kao visoko povezanih i međuzavisnih koncepata, dok se evaluacija znanja odnosi na uvjerenja o tome kako se mogu provjeriti različite informacije, uključujući i korištenje dokaza. U istraživanju su sudjelovala 333 studenta prve godine elektrotehnike i računarstva koji su ispunjavali upitnik koji se odnosio na kolegij iz matematike i koji je obuhvaćao mjere epistemičkih uvjerenja, ciljeva postignuća te pristupa studenata učenju. Rezultati istraživanja ukazuju na to da su uvjerenja o jednostavnosti znanja negativno, a uvjerenja o evaluaciji znanja pozitivno povezana s učinkovitim motivacijskim i kognitivnim procesima pri učenju. Pritom, u skladu s hijerarhijskim modelom ciljeva postignuća, ciljevi postignuća predstavljaju značajne medijatore odnosa epistemičkih uvjerenja i pristupa studenata učenju matematike. Na temelju dobivenih rezultata možemo zaključiti da je tijekom nastave važno poticati adaptivna epistemička uvjerenja ukazivanjem na vrijednost poznavanja teorije te poticanjem integracije i praktične primjene stečenih znanja.
Epistemic beliefs are individual’s beliefs about the nature of knowledge and knowing, as well as an important predictor of the learning process and outcome. The aim of this research was to explore the relationship of epistemic beliefs with achievement goals and approaches to learning mathematics at the university level, and to determine whether achievement goals have a mediating role in the relationship between epistemic beliefs and student approaches to learning mathematics. Two aspects of epistemic beliefs were explored - the maladaptive belief about simple knowledge and the adaptive belief about knowledge justification. The dimension of simple knowledge refers to the concept of knowledge as a continuum with the accumulation of facts on one side, and the concept of knowledge as highly connected and interdependent concepts on the other, while the justification dimension refers to beliefs on how different information can be verified, including practical application and proving. The participants were 333 first-year students of electrical engineering and computer science. They completed scales of their epistemic beliefs, achievement goals, and student approaches to learning, all related to the mathematics course. The results show that epistemic beliefs are negatively, and beliefs about justification, positively related to effective motivational and cognitive processes during learning. Also, in line with the hierarchical model of achievement goals, they represent significant mediators of the relationship between epistemic beliefs and students’ approach to learning mathematics. Therefore, it is important that teachers encourage adaptive epistemic beliefs by promoting the value of understanding theory and by encouraging the integration and practical application of acquired knowledge.
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.
The induction phase plays a key role in shaping the professional identity of the teacher, so it is important that the beginning teacher has good mentoring support. Method-oriented supervision can be ...useful for the development of mentoring skills because it enables mentors to build their competencies through the integration of their practical experience and theoretical knowledge. Therefore, the aim of this research was to explore the possibility of applying supervision in the development of competencies of beginning teachers’ mentors and to develop a model of method-oriented supervision. Proposed model was organized around the following topics: roles and responsibilities of mentors and beginning teachers, induction process, working alliance, experiential learning, communication skills and counselling skills. This model was applied with a supervision group consisting of five beginning teachers’ mentors. Based on the activity of supervisees during the process of method-oriented supervision and the reflections of the supervisor, it can be concluded that beginner teachers’ mentors developed educational mentoring approach. They also improved their observational skills and skills needed for establishing a working alliance. It can be concluded that the proposed model of method-oriented supervision has proven to be useful for the development of the competencies of the beginning teachers’ mentors. Key words: method-oriented supervision; experiential learning; mentorship; beginning teachers; professional development.
Epistemička uvjerenja su uvjerenja o prirodi znanja i načinima stjecanja znanja te su važan prediktor kako procesa, tako i ishoda učenja. Cilj je ovoga istraživanja bio utvrditi u kolikoj su mjeri ...epistemička uvjerenja povezana s ciljevima postignuća i pristupima učenju matematike te utvrditi imaju li ciljevi postignuća medijatorsku ulogu u povezanosti epistemičkih uvjerenja s pristupima studenata učenju u kontekstu učenja matematike na visokoškolskoj razini. Istraživana su dva aspekta epistemičkih uvjerenja – neadaptivno uvjerenje o jednostavnosti znanja i adaptivno uvjerenje o evaluaciji znanja. Dimenzija jednostavnosti znanja odnosi se na koncepciju znanja kao kontinuuma koji nastaje akumulacijom činjenica, za razliku od poimanja znanja kao visoko povezanih i međuzavisnih koncepata, dok se evaluacija znanja odnosi na uvjerenja o tome kako se mogu provjeriti različite informacije, uključujući i korištenje dokaza. U istraživanju su sudjelovala 333 studenta prve godine elektrotehnike i računarstva koji su ispunjavali upitnik koji se odnosio na kolegij iz matematike i koji je obuhvaćao mjere epistemičkih uvjerenja, ciljeva postignuća te pristupa studenata učenju. Rezultati istraživanja ukazuju na to da su uvjerenja o jednostavnosti znanja negativno, a uvjerenja o evaluaciji znanja pozitivno povezana s učinkovitim motivacijskim i kognitivnim procesima pri učenju. Pritom, u skladu s hijerarhijskim modelom ciljeva postignuća, ciljevi postignuća predstavljaju značajne medijatore odnosa epistemičkih uvjerenja i pristupa studenata učenju matematike. Na temelju dobivenih rezultata možemo zaključiti da je tijekom nastave važno poticati adaptivna epistemička uvjerenja ukazivanjem na vrijednost poznavanja teorije te poticanjem integracije i praktične primjene stečenih znanja.
Uključenost učenika predstavlja značajnu odrednicu kvalitete obrazovnih ishoda te je važno ispitati moguće mehanizme koji utječu na uključenost učenika u učenje. U ovom je istraživanju cilj bio ...ispitati uključenost u specifičnom kontekstu učenja kemije te njezinu povezanost s motivacijskim i epistemičkim uvjerenjima. Konkretno, ispitan je doprinos subjektivne vrijednosti kemije, samoefikasnosti u kemiji, samoefikasnosti u samoregulaciji i epistemičkih uvjerenja u objašnjavanju individualnih razlika u kognitivnoj, bihevioralnoj i emocionalnoj uključenosti učenika na nastavi kemije. Također je ispitana medijatorna uloga motivacijskih uvjerenja u odnosu između epistemičkih uvjerenja i uključenosti. U istraživanju je sudjelovalo 346 učenika opće gimnazije. Učenici su ispunjavali skale uključenosti, subjektivne vrijednosti, samoefikasnosti, samoefikasnosti u samoregulaciji učenja i epistemičkih uvjerenja (evaluacija i nedvojbenost).
Regresijskim je jednadžbama objašnjen značajan dio varijance svih dimenzija uključenosti u nastavu i učenje kemije. Dobiveni su slični obrasci povezanosti kognitivne, bihevioralne i ugodne emocionalne uključenosti s motivacijskim i epistemičkim uvjerenjima, dok neugodna emocionalna uključenost pokazuje drugačije obrasce povezanosti. Subjektivna vrijednost i samoefikasnost u samoregulaciji učenja pokazali su se kao značajni prediktori kognitivne i bihevioralne uključenosti, dok ugodnu emocionalnu uključenost predviđaju još i uvjerenja o evaluaciji. Samoefikasnost i nedvojbenost značajno predviđaju neugodnu emocionalnu uključenost. Rezultati medijacijskih analiza upućuju na to da su sve testirane povezanosti epistemičkih uvjerenja i pojedinih dimenzija uključenosti ili potpuno ili djelomično posredovane motivacijskim uvjerenjima. Kao ključni medijator u povezanostima epistemičkih uvjerenja s kognitivnom, bihevioralnom i ugodnom emocionalnom uključenosti izdvojila se subjektivna vrijednost kemije, a u odnosu s neugodnom emocionalnom uključenosti samoefikasnost u kemiji.
Student engagement is an important determinant of the quality of educational outcomes. Therefore, it is important to examine possible mechanisms explaining students' engagement in learning. The aim of this study was to assess students' engagement and its relationships to motivational and epistemic beliefs in the specific context of learning chemistry. First, we tried to determine to what extent subjective task value of chemistry, self-efficacy in chemistry, self-efficacy in self-regulation, and epistemic beliefs (evaluation and certainty) explain individual differences in cognitive, behavioural and emotional engagement. Also, we wanted to test the hypothesized mediational role of motivational beliefs in the relationships between epistemic beliefs and engagement. Participants in the study were 346 students of general education Academic Track high school. Students completed the questionnaire composed of the engagement scales, subjective task value scale, self-efficacy scale, self-efficacy in self-regulation scale, and epistemic beliefs questionnaire.
Results of regression analyses reveal that significant part of the variance of engagement is explained by the motivational and epistemic beliefs. Behavioral, cognitive and positive emotional engagement have similar patterns of relationships with motivational and epistemic beliefs, while negative emotional engagement has a different pattern of relationships. Subjective task value and self-efficacy are significant predictors of cognitive and behavioural engagement, while epistemic beliefs of evaluation predict negative emotional engagement. The results of mediational analyses revealed that all significant correlations between epistemic beliefs and different components of engagement were either fully or partially mediated by motivational beliefs. Subjective task value of chemistry is the key mediator in relationships of the epistemic beliefs to behavioural, cognitive, and positive emotional engagement and self-efficacy in a relationship of epistemic beliefs to negative emotional engagement.
La participación de los alumnos representa una directriz significativa en la calidad de los resultados educativos y es muy importante examinar los posibles mecanismos que influyen en la participación de los alumnos en el aprendizaje. El objetivo de esta investigación fue verificar la participación en el contexto específico del aprendizaje de química y su relación con creencias motivacionales y epistemológicas. En concreto, se ha examinado la contribución del valor subjetivo de química, autoeficacia en química, autoeficacia en la autorregulación y creencias epistemológicas para explicar las diferencias individuales en la participación cognitiva, conductual y emocional de los alumnos en el aprendizaje de química. Además, se ha examinado el papel mediador de creencias motivacionales en la relación entre las creencias epistemológicas y la participación. En la investigación participaron 346 alumnos de instituto de educación secundaria. Los alumnos completaron las escalas de participación, valor subjetivo, autoeficacia, autoeficacia en la autorregulación del aprendizaje y creencias epistemológicas (evaluación y certidumbre).
A través de las ecuaciones regresivas se ha explicado una parte significativa de la varianza de todas las dimensiones de participación en la enseñanza y el aprendizaje de química. Se han obtenido patrones similares de conexión entre la participación cognitiva, conductual y emocional placentera, mientras que participación emocional desagradable muestra patrones diferentes. Valor subjetivo y autoeficacia en la autorregulación del aprendizaje parecen ser predictores importantes de la participación cognitiva y conductual, mientras que la participación emocional placentera está predicha también por las creencias sobre la evaluación. La autoeficacia y certidumbre predicen significativamente la participación emocional desagradable. Los resultados de los análisis mediadores indican que todas las conexiones examinadas entre las creencias epistemológicas y cada una de las dimensiones de participación están mediadas completa o parcialmente por las creencias motivacionales. Como el mediador clave en la conexión entre las creencias epistemológicas y la participación cognitiva, conductual y emocional placentera se ha destacado el valor subjetivo de química, y en la conexión con la participación emocional desagradable – autoeficacia en química.
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.
The aim of the study was to explore pre-service primary school teachers' motivational beliefs about mathematics in the light of the expectancy-value theory. We wanted to find out to what extent the ...motivational beliefs of pre-service teachers are related to their previous experiences in mathematics and to their engagement in learning mathematics and mathematics anxiety. The participants were 237 pre-service primary school teachers in their first year of study. They completed a mathematics exam and a questionnaire on their motivational beliefs (self-efficacy and subjective value), previous experiences in mathematics (level of high school math program, mathematics competencies, epistemic beliefs and achievement goals during high school), engagement and mathematics anxiety. The results of hierarchical regression analyses show that previous experiences with mathematics are important predictors of self-efficacy and subjective value. Furthermore, motivational beliefs are significant predictors of the pre-service teachers' engagement in learning mathematics and mathematics anxiety, along with their previous experiences with mathematics. The results are in line with the expectancy- -value theory and indicate that it is important to foster the development of adaptive beliefs about mathematics during the initial education of pre-service teachers.
Cilj ovog istrazivanja bio je ispitati motivacijska uvjerenja o matematici kod buducih ucitelja razredne nastave u skladu s postavkama teorije ocekivanja i vrijednosti. U istrazivanju je sudjelovalo ...237 studenata prve godine uciteljskoga studija koji su rjesavali ispit znanja matematike te ispunili upitnik kako bismo mogli utvrditi u kolikoj su mjeri motivacijska uvjerenja koja studenti formiraju tijekom studija (samoefikasnost i subjektivna vrijednost matematike) povezana s njihovim prethodnim iskustvima s matematikom (vrsta srednjoskolskoga programa, razina usvojenosti matematickih znanja i vjestina, epistemicka uvjerenja te ciljevi postignuca koje su imali tijekom srednje skole) te kako su povezana sa spremnosti studenata za ulaganje truda u ucenje matematike te matematickom anksioznosti. Rezultati hijerarhijskih regresijskih analiza upucuju na to da prethodna iskustva s matematikom predstavljaju vazne prediktore samoefikasnosti i vrijednosti matematike. Aktualna motivacijska uvjerenja vazni su prediktori i ukljucenosti studenata u ucenje matematike, kao i njihove matematicke anksioznosti, pri cemu su i dalje u odredenoj mjeri vazna i prethodna iskustva studenata s matematikom. Dobiveni rezultati potvrduju temeljne postavke teorije ocekivanja i vrijednosti te upucuju na to da je u inicijalnom obrazovanju ucitelja vazno podrzavati razvoj adaptivnih uvjerenja o matematici. Kljucne rijeci: obrazovanje ucitelja, ucenje matematike, motivacija, samoefikasnost, subjektivna vrijednost The aim of the study was to explore pre-service primary school teachers' motivational beliefs about mathematics in the light of the expectancy-value theory. We wanted to find out to what extent the motivational beliefs of pre-service teachers are related to their previous experiences in mathematics and to their engagement in learning mathematics and mathematics anxiety. The participants were pre-service primary school teachers in their first year of study. They completed a mathematics exam and a questionnaire on their motivational beliefs (self-efficacy and subjective value), previous experiences in mathematics (level of high school math program, mathematics competencies, epistemic beliefs and achievement goals during high school), engagement and mathematics anxiety. The results of hierarchical regression analyses show that previous experiences with mathematics are important predictors of self-efficacy and subjective value. Furthermore, motivational beliefs are significant predictors of the pre-service teachers' engagement in learning mathematics and mathematics anxiety, along with their previous experiences with mathematics. The results are in line with the expectancy-value theory and indicate that it is important to foster the development of adaptive beliefs about mathematics during the initial education of pre-service teachers. Keywords: teacher education, mathematics education, motivation, self-efficacy, subjective 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.
In Croatia, as in many other countries, primary education teachers are trained as generalists and mathematics is only one of several different subjects that they teach, so when choosing their ...profession they are not necessarily drawn by their interest in becoming a mathematics teacher. Still, it is very important that they have a positive attitude towards mathematics and are motivated to teach it to their students. The aim of this study was to explore whether pre-service teachers with different achievement goal profiles have different beliefs about mathematics and teaching and learning mathematics. The participants were 325 pre-service primary education students. The research was conducted in three waves, during the students’ first, third and fifth year of study. In their first year of studies, we collected data on the achievement goals in mathematics that they had in high school, and self-efficacy in mathematics. Epistemic beliefs, subjective value of mathematics and mathematics anxiety were assessed at all measurement points. In their third and fifth year of study, we also collected data on the participants’ mathematics teaching efficacy beliefs and, in their fifth year, beliefs on teaching and learning mathematics. The results of the cluster analysis showed that we could group pre-service primary education teachers into three groups according to the profiles of their achievement goals in high school: (1) all goals high, (2) all goals low, (3) mastery orientation. The results showed differences between the groups in terms of motivation for learning mathematics at the beginning of their studies. However, these differences tend to be less prominent over time. At the end of their studies, they do not differ in their mathematics teaching efficacy beliefs or their beliefs about teaching and learning mathematics.Key words: achievement goals; mathematics education; motivation; teacher education; teachers’ beliefs---U Hrvatskoj, kao i u mnogim drugim zemljama, osnovnoškolski učitelji korisnici su generaliziranoga obrazovanja i Matematika je samo jedan od nekoliko različitih predmeta koje poučavaju, tako da ih pri odabiru profesije nužno ne privlači interes da budu učitelji matematike. Ipak, njihov pozitivan stav prema matematici i motivacija za poučavanje učenika matematici vrlo su važni. Cilj je ovoga istraživanja ispitati imaju li učitelji s različitim profilima ciljeva postignuća različita uvjerenja o matematici i poučavanju i učenju matematike. U istraživanju je sudjelovalo 325 studenata, budućih učitelja primarnoga obrazovanja. Istraživanje je provedeno u tri ciklusa: tijekom prve, treće i pete godine studija ispitanika. Na prvoj godini studija prikupljali smo podatke o ciljevima postignuća u matematici koje su sudionici imali u srednjoj školi i o samo-učinkovitosti u matematici. Epistemološka uvjerenja, subjektivnu vrijednost matematike i tjeskobu procjenjivali smo u svim ciklusima mjerenja. Na trećoj i petoj godini studija sudionika također smo prikupljali podatke o njihovim uvjerenjima o učinkovitosti u poučavanju matematike i, na petoj godini, uvjerenja o poučavanju i učenju matematike. Rezultati klaster analize pokazali su da se budući učitelji, studenti primarnoga obrazovanja, mogu grupirati u tri skupine prema profilima ciljeva postignuća u srednjoj školi: (1) svi visoki ciljevi, (2) svi niski ciljevi i (3) orijentacija prema vještini. Dobiveni rezultati pokazali su razlike između skupina s obzirom na motivaciju za učenje matematike na početku studija. Ipak, te su razlike manje uočljive tijekom vremena. Na kraju studija sudionici se ne razlikuju u svojim uvjerenjima o učinkovitosti u poučavanju matematike niti u svojim uvjerenjima o učenju matematike.Ključne riječi: ciljevi postignuća; matematičko obrazovanje; motivacija; obrazovanje učitelja; uvjerenja učitelja
PDF
