Vpliv večdimenzionalnih miselnih procesov na učne dosežke
Ključne besede:
kognitivne adaptacije, kognitivne motnje, učni dosežki, motivacijaPovzetek
Pričujoča raziskava želi dokazati, da veliko različnih stvari, med drugim samozavest posameznika, način učenja, podajanje snovi, ocenjevanje znanja, tesnobo, izogibanje učenju zaradi morebitnih neuspehov ter dvoumen nadzor vplivajo na končni uspeh in vrednotenja znanja študentov. Raziskava je bila izvedena z metodo ankete, v kateri so študenti v vprašalnikih individualno in brez nadzora poročali o različnih preučevanih spremenljivkah pri svojih ocenah na fakulteti. Ciljna skupina raziskovanja je štela 200 študentov. Izbira preučevanega vzorca je delovala na principu metode dostopnosti. Raziskava je pokazala, da samozavest, osredotočenost na usvajanje znanja in visoko vrednotenje šolanja vplivajo pozitivno na učno udejstvovanje študentov, po drugi strani pa tesnoba, izogibanje učenju zaradi morebitnih neuspehov ter dvoumen nadzor vplivajo negativno. Študenti, ki so glede na vprašalnike pokazali višji nivo karakteristik kognitivnih adaptacij in prilagoditev, so tudi tisti, ki so imeli boljši učni uspeh in študijsko udejstvovanje, študenti z nižjim nivojem istih kognicij pa slabši uspeh in študijsko udejstvovanje.
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