Percipirane karakteristike nastavnika i motivacijski čimbenici u Hrvatskom jeziku i Matematici

master's thesis

• Title (english): Perceived characteristics of teachers and motivational factors in Croatian language and Mathematics
• Author: David Vujasić
• Mentor: Nina Pavlin-Bernardić (mentor)
• Committee member: Aleksandra Huić (predsjednik povjerenstva)
• Committee member: Nikola Erceg (član povjerenstva)
• Committee member: Nina Pavlin-Bernardić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Psychology); Zagreb
• Defense date and country: 2023-06-13, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Cilj ovog istraživanja bio je ispitati razlike u samoefikasnosti u procesu učenja, subjektivnoj vrijednosti zadatka i ispitnoj anksioznosti učenika između predmeta Hrvatskog jezika i Matematike, kao i razlike u procjenama učenika nastavničkog humora i podržavajućeg odnosa nastavnika prema učenicima između tih predmeta te ispitati prediktivnu valjanost ovih varijabli za završne ocjene iz tih predmeta. Istraživanje je provedeno putem on-line upitnika na uzorku od 319 učenika (25.7% mladića) koji pohađaju srednjoškolski program opće gimnazije u Gradu Zagrebu. Rezultati pokazuju nekoliko značajnih razlika između Hrvatskog jezika i Matematike u motivacijskim i nastavničkim varijablama. Kombinacijom svih korištenih varijabli u posljednjem koraku hijerarhijske regresijske analize objašnjeno je 46% ukupne varijance zaključne ocjene iz Matematike te 35% ukupne varijance zaključne ocjene iz Hrvatskog jezika. Samoefikasnost u procesu učenja i podržavajući odnos nastavnika su pozitivni prediktori, a ispitna anksioznost negativan prediktor zaključne ocjene u oba predmeta. Subjektivna vrijednost zadatka značajan je pozitivan prediktor zaključne ocjene u Matematici dok u Hrvatskom jeziku nije pokazan značajan doprinos u objašnjenju zaključne ocjene. Prikladan i neprikladan stil humora nisu se pokazali statistički značajnima u objašnjenju ukupne varijance zaključne ocjene iz oba nastavna predmeta. Dobiveni rezultati upućuju na donekle različit odnos motivacijskih čimbenika kod ova dva nastavna predmeta te na komplicirani odnos nastavničkog humora s obrazovnim ishodima kojeg je potrebno dodatno istražiti.

Abstract (english)

The aim of this study was to examine differences in self-efficacy in the learning process, subjective task value, and test anxiety among students between the subjects of Croatian language and Mathematics, as well as differences in students' perceptions of instructional humor and supportive teacher-student relationships between these subjects. Furthermore, the study aimed to investigate the predictive validity of these variables on final grades in these subjects. The research was conducted using an online questionnaire on a sample of 319 students (25.7% males) attending a grammar school in the city of Zagreb. The results show several significant differences between the Croatian language and Mathematics in motivational and teacher-related variables. By combining all used variables in the final step of hierarchical regression analysis we explained 46% of the total variance in the final grade in Mathematics and 35% of the total variance in the final grade in the Croatian language. Self-efficacy in the learning process and supportive teacher-student relationships were positive predictors, while test anxiety was a negative predictor of the final grade in both subjects. Subjective task value was a significant positive predictor of the final grade in Mathematics, but it did not show a significant contribution to explaining the final grade in the Croatian language. Appropriate and inappropriate humor styles were not statistically significant in explaining the overall variance of the final grade in both subjects. The obtained results indicate a somewhat different relationship between motivational factors in these two subjects and a complex relationship between instructional humor and educational outcomes that needs further investigation.

• Keywords: psihologija obrazovanja; motivacijski čimbenici; nastavnički humor; Hrvatski jezik; Matematika
• Keywords (english): educational psychology; motivational factors; instructional humor; Croatian language; Mathematics
• Language: croatian
• URN:NBN: urn:nbn:hr:131:153381
• Study programme: Title: Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2023-06-16 09:32:51