SAMOREGULACIJSKI VIDIKI ŠOLSKE USPEŠNOSTI GIMNAZIJCEV OB SPREMLJANJU NJIHOVE IDENTIFICIRANE NADARJENOSTI

Malešević, Tamara

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Title:	SAMOREGULACIJSKI VIDIKI ŠOLSKE USPEŠNOSTI GIMNAZIJCEV OB SPREMLJANJU NJIHOVE IDENTIFICIRANE NADARJENOSTI
Authors:	ID Malešević, Tamara (Author) ID Bakračevič Vukman, Karin (Mentor) More about this mentor... ID ČAGRAN, BRANKA (Comentor)
Files:	MAG_Malesevic_Tamara_i2016.pdf (1,31 MB) MD5: C5B7774292F2B9BE57892A0563BA6686
Language:	Slovenian
Work type:	Master's thesis
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Namen magistrskega dela je pojasniti vpliv elementov izvršilnih spretnosti ter samoregulacije učenja na uveljavljanje potencialov identificiranih nadarjenih dijakov, ki ga spremljamo preko učnih rezultatov. V teoretičnem delu smo ugotavljali, da je samoregulacija najbolj pomembna kompleksna izvršilna funkcija, v empiričnem delu pa smo povezave med njimi tudi potrdili. Uporabili smo vprašalnik za samooceno izvršilnih spretnosti (IS) P. Dawson in R. Guareja ter vprašalnik Motivacijskih strategij za učenje (MSLQ), avtorjev P. Pintrich, D. Smith, T. Garcia in W. McKeachie na vzorcu 322 gimnazijcev. Razloge za učno neuspešnost nekaterih nadarjenih mladostnikov avtorji vidijo prav v elementih izvršilnih funkcij in samoregulacije učenja. V empiričnem delu smo z diskriminantno analizo razlik med identificiranimi (nadarjenimi) in ostalimi dijaki dobili (eno) diskriminantno funkcijo, ki nam pove, da imajo identificirani boljši učni uspeh, izvršilne funkcije in samoregulacijo učenja. Diskriminanto funkcijo pojasnjuje tudi višji ekonomsko-socialno-kulturni status družin identificiranih nadarjenih. Z modelom hierarhične multiple regresijske analize smo pojasnili slabo tretjino variabilnosti učnega uspeha. Ugotovili smo, da višji učni uspeh dosegajo identificirani kot nadarjeni, dijaki, ki so izbrali srednjo šolo zaradi storilnostno-ciljnih razlogov, dijaki, ki v manjši meri pripisujejo vzroke za učni uspeh sreči, in dijaki, ki imajo višje rezultate na lestvicah IS in MSLQ. Sklenemo lahko, da izvršilne funkcije in samoregulacija učenja delujejo kot mediacijske variable med nekaterimi dejavniki učnega uspeha in samim uspehom.
Keywords:	samoregulacija učenja, izvršilne spretnosti, učna uspešnost gimnazijcev, nadarjenost
Place of publishing:	Maribor
Publisher:	[T. Malešević]
Year of publishing:	2016
PID:	20.500.12556/DKUM-64731
UDC:	159.953.5:159.924(043.2)
COBISS.SI-ID:	22807304
NUK URN:	URN:SI:UM:DK:LUCOP1AP
Publication date in DKUM:	29.11.2016
Views:	1612
Downloads:	208
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	SELF-REGULATORY ASPECTS OF SCHOOL GYMNASIUM PUPILS PERFORMANCE IN THE MONITORING OF THEIR IDENTIFIED GIFTEDNESS
Abstract:	The purpose of the master's thesis is to explain the impact of the elements of executive skills and the self-regulation of learning on the assertion of the potentials of gifted students, as monitored by means of academic performance. The theoretical part of the thesis reveals self-regulation to be the most important complex executive skill, and the empirical part confirms relations between them. We used the Executive Skills Questionnaire (ESQ) by P. Dawson and R. Guare, and the Motivated Strategies for Learning Questionnaire (MSLQ) by P. Pintrich, D. Smith, T. Garcia and W. McKeachie, on the sample of 322 students of general high-schools in Slovenia. The authors see reasons for learning failure in certain gifted students in the very elements of executive skills and the self-regulation of learning. The empirical part uses a discriminant analysis of the differences between the identified (gifted) students and the others to obtain a (one) discriminant function, which reveals the identified students as being more successful at learning, as having better executive skills and as better self-regulating learning. The discriminant function is also explained by the higher socio-economic and cultural status of the families of the students identified as gifted. The hierarchical multiple regression analysis model explains almost one third of the learning success' variability. Students with better learning success were found to be those identified as gifted, those that had enrolled into high-school for productivity and target-oriented reasons, those that do not consider luck to be among the main reasons for academic performance, and those with better ESQ and MSLQ scores.
Keywords:	self-regulated learning, executive skills, academic performance, giftedness

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