Sonja Pečjak (Author), Tina Pirc (Author), Cirila Peklaj (Author)

Abstract

V prispevku prikazujemo izsledke raziskave o razlikah med učno zelo uspešnimi in učno manj uspešnimi učenci pri slovenščini, in sicer v njihovem metakognitivnem znanju o učinkovitih in manj učinkovitih učnih strategijah ter v dejanski uporabi različnih strategij pri delu za šolo. Na vzorcu 159 devetošolcev osnovne šole smo ugotovili, da med učno različno uspešnimi učenci obstajajo nekatere pomembne razlike v tem, kako učinkovite se jim zdijo izbrane strategije. Učno manj uspešni učenci so kot učinkovitejše označili manj ustrezne strategije in nasprotno. Pomembne razlike so se pokazale tudi pri uporabi strategij na metakognitivnem in motivacijskem področju ter pri samoučinkovitosti za regulacijo in motivacijo. Učenci z več metakognitivnega znanja so učinkovitejši pri regulaciji učenja, bolj se znajo motivirati za učenje in pri njem tudi daljši čas vztrajajo. Za učence z manj metakognitivnega znanja pa v pomembno večji meri drži, da evalvirajo proces učenja, ko ga končajo. Izsledki kažejo na pomen sistematičnega urjenja strategij pri učencih, pri čemer ima učitelj ključno vlogo.

Keywords

metakognitivno znanje;učni uspeh;slovenščina;učne strategije;učna motivacija;samoučinkovitost;osnovne šole;

Data

Language: Slovenian
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UL FF - Faculty of Arts
UDC: 37.015.3:811.163.6
COBISS: 43889923 Link will open in a new window
ISSN: 0038-0474
Parent publication: Sodobna pedagogika
Views: 512
Downloads: 126
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Other data

Secondary language: English
Secondary abstract: This paper presents the findings of a study on the differences in metacognitive knowledge about more and less effective learning strategies and the actual use of different strategies during schoolwork between students with higer and lower academic achievement in mother tongue. In a sample of 159 lower secondary school 9th grade students, we found that there are some significant differences in the perceptions of the effectiveness of the chosen strategies among students with regard to their academic achievement. Less successful students have labelled less appropriate strategies as useful, and vice versa. Significant differences were also found in the use of metacognitive and motivational strategies and in self- -efficacy for regulation and motivation. Students with more metacognitive knowledge are more effective in regulating learning, abler to motivate themselves to learn, and persist for a longer time. For students with less metacognitive knowledge, however, it is much more true that they evaluate the learning process when they are done with it. The findings highlight the importance of systematically practicing strategies in students, with teachers playing a key role in that process.
Secondary keywords: educational psychology;academic achievement;Slovenian language course;9th grade students;self-regulated learning;metacognition;metacognitive knowledge;learning strategies;strategy use;academic motivation;self-efficacy;elementary schools;Children's perceived use of self-regulated learning inventory CP-SRLI;
Embargo end date (OpenAIRE): 2021-10-01
Pages: str. 84-97
Volume: ǂLetn. ǂ71 = 137
Issue: ǂšt. ǂ3
Chronology: okt. 2020
ID: 12588999