Angažiranost študentov pri študiju na daljavo
DOI:
https://doi.org/10.55707/ds-po.v39i1.124Ključne besede:
vedenjska angažiranost, čustvena angažiranost, kognitivna angažiranost, pristop k študiju, študenti, študij na daljavoPovzetek
Angažiranost študentov pri študiju smo proučevali na podlagi modela, ki vključuje tri dimenzije angažiranosti: vedenjsko, čustveno in kognitivno. V raziskavi smo želeli ugotoviti, kako se pristop k študiju na daljavo med pandemijo covida-19 povezuje z drugimi elementi posamezne dimenzije angažiranosti študenta. V vzorec je bilo zajetih 1167 študentov Univerze v Ljubljani. Uporabili smo deskriptivno metodo raziskovanja. Hipoteze smo preverjali s Spearmanovimi rho-koeficienti, ki so potrdili obstoj statistično značilnih povezanosti med pristopom k študiju in drugimi elementi angažiranosti. Študentje, ki bolj aktivno in poglobljeno pristopajo k študiju, so pri študiju bolj angažirani vedenjsko, čustveno in kognitivno. Potrjene raziskovalne hipoteze potrjujejo tudi povezanost med različnimi dimenzijami angažiranosti in s tem doprinašajo uvid v večplastnost manifestacij angažiranosti študentov. Ugotovitve lahko predstavljajo podlago za ustvarjanje didaktičnih modelov, ki podpirajo angažiranost študentov z aktivnostmi, ki spodbujajo aktiven in poglobljen študij, ne glede na okoliščine in obliko izvedbe študija.
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