POVEZAVA MED MOTIVACIJO, SAMOOCENO ZNANJA IN ZNANJEM IKT-JA MED ŠTUDENTI RAZLIČNIH DRŽAV

Buček, Oliver

| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

First page > Show document

Show document

Title:	POVEZAVA MED MOTIVACIJO, SAMOOCENO ZNANJA IN ZNANJEM IKT-JA MED ŠTUDENTI RAZLIČNIH DRŽAV
Authors:	ID Buček, Oliver (Author) ID Krašna, Marjan (Mentor) More about this mentor...
Files:	MAG_Bucek_Oliver_2012.pdf (2,70 MB) MD5: 788DA7CB1E75845FD3BA9EE25DB5D06D PID: 20.500.12556/dkum/4daa0a3a-4621-491c-a0ba-805ed3313ecb
Language:	Slovenian
Work type:	Master's thesis
Organization:	FF - Faculty of Arts
Abstract:	Študentje vstopajo na univerzo z različno stopnjo motiviranosti. Kakor opredeljuje teorija samodoločenosti, so intrinzično in ekstrinzično motivirani ter amotivirani. Z raziskavo smo želeli ugotoviti razlike v motivaciji med rednimi in izrednimi študenti. V raziskavo smo zajeli redne in izredne študente različnih študijskih smeri iz različnih držav. Izsledki kažejo, da so študenti pretežno ekstrinzično motivirani. Med spoloma ni razlik v motivaciji za izobraževanje, zato lahko sklepamo, da je motivacija za izobraževanje približno enako zastopana tako pri fantih kot pri dekletih. Študenti družboslovja in humanistike so bolj intrinzično motivirani kot študenti naravoslovja in tehnike ter izredni študenti so pokazali večjo stopnjo ekstrinzične motivacije. Glede na državo bivanja podatki kažejo, da so študenti iz držav nečlanic Evropske unije bolj intrinzično motivirani za izobraževanje. Analiza razlik v samooceni znanja in realnem znanju s področja poznavanja programske in strojne opreme je pokazala, da je samoocena znanja s področja poznavanja programske in strojne opreme višja pri fantih ter pri študentih, ki prihajajo iz mesta. Študenti družboslovja in humanistike ter redni študenti so pokazali več znanja s področja poznavanja programske in strojne opreme. Študenti družboslovja in humanistike so bolj motivirani za izobraževanje od študentov naravoslovja in tehnike. Pri napovedovanju realnega znanja z motivacijo za izobraževanje smo ugotovili, da ima intrinzična motivacija statistično značilen vpliv na realno znanje. Z višanjem intrinzične motivacije bi se zvišalo tudi realno znanje. Prav tako ima amotivacija statistično značilen vpliv na realno znanje. Z višanjem amotivacije bi se realno znanje znižalo.
Keywords:	intrinzična motivacija, ekstrinzična motivacija, amotivacija, samoocena znanja, realno znanja, IKT
Place of publishing:	Maribor
Publisher:	[O. Buček]
Year of publishing:	2012
PID:	20.500.12556/DKUM-22622
UDC:	378(043.2)
COBISS.SI-ID:	19104520
NUK URN:	URN:SI:UM:DK:2CEGEMJL
Publication date in DKUM:	08.05.2012
Views:	4206
Downloads:	395
Metadata:
Categories:	FF
:	Copy citation

Average score:	(0 votes)
Your score:	Voting is allowed only for logged in users.
Share:

Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

Secondary language

Language:	English
Title:	CORRELATION BETWEEN MOTIVATION, SELFEVALUATION AND ICT KNOWLEDGE AMONG STUDENTS OF DIFFERENT COUNTRIES
Abstract:	The students enter the university with a different level of motivation. According to the theory of self determination, students may be intrinsic or extrinsic motivated or amotivated. In our research we wanted to establish the difference in motivation between regular and extraordinary students. We examined both of the groups of different study directions from different countries. The results show mostly the extrinsic motivation. There is no motivational difference between male and female. Therefore we can assume that educational motivation is equally presented by both of them. The students of social studies and humanistic are more intrinsic motivated than those who study natural science and technology. The extraordinary students show higher level of extrinsic motivation. According to the country they live, the data indicate that students from countries which are not members of the European Union, are more intrinsic motivated for their education. The analysis in self-evaluation of knowledge and real knowledge in field of software and hardware indicates higher self evaluated knowledge at male students and students who come from urban society. Humanistic and social studies students have also displayed more knowledge in using software and hardware. Humanistic and social studies students are more motivated for education than those of natural science and technology. At predicting of real knowledge with educational motivation it has been stated, that intrinsic motivation statistically influences the real knowledge very significantly. With raising of intrinsic motivation the real knowledge could be on higher level. Amotivation influences the real knowledge likewise. With raising of amotivation, the real knowledge would become lower.
Keywords:	Intrinsic motivation, extrinsic motivation, amotivation, self-evaluation of knowledge, real knowledge, ICT

Comments

Leave comment

You must log in to leave a comment.

Comments (0)

0 - 0 / 0

There are no comments!

Back