Приступи учењу студената филолошких студијских група, академско постигнуће и задовољство курсом
Ključne reči:
приступи учењу,, исходи учења,, Површински и Дубински приступ,, академско постигнуће,, задовољство курсом.
Sažetak
У контексту тежњи за унапређењем квалитета наставе и студија, бројна истраживања баве се разликама у начину на који студенти приступају учењу, које у значајној мери могу да допринесу остварењу исхода учења. Приступи учењу представљају комбинацију мотива и стратегија које студенти користе приликом учења и најчешће се деле на Површински и Дубински приступ. Резултати ранијих истраживања о односу између приступа учењу и исхода учења нису једнозначни, те је циљ овог истраживања испитивање односа између приступа учењу студената и њиховог академског постигнућа, као и њиховог задовољства курсом. У истраживању је учествовало 180 студената филолошких студијских група, а коришћен је Ревидирани двофакторски упитник о приступима учењу студената (The Revised Two Factor Study Process Questionnaire: R-SPQ-2F). Добијени резултати показују да Површински приступ учењу негативно предвиђа успех на студијама, док није утврђена повезаност између Дубинског приступа и академског постигнућа студената. С друге стране, утврђена је позитивна повезаност задовољства курсом са Дубинским приступом учењу, како у домену интринзичке мотивације, тако и у домену површинске стратегије, као и негативна повезаност са Површинским приступом учењу у домену инструменталне мотивације. Добијени резултати значајни су за наставну праксу, посебно у циљу унапређења наставе и остварења когнитивних и афективних исхода учења. Такође, налази и закључци представљају смернице за пружање подршке студентима за примену Дубинског приступа и стратегија у процесу учења, али и за инхибирање Површинског приступа учењу.
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Biggs, J. B. (1987b). Study Process Questionnaire manual. Australian Council for Educational Research.
Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed.). The Society for Research into Higher Education & Open University Press.
Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. The British Journal of Educational Psychology, 71(1), 133-149. https://doi.org/10.1348/000709901158433
Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. Adult Education Quarterly, 57(2), 141-158. https://doi.org/10.1177/0741713606294235
Cano, F., Martin, A. J., Ginns, P., & Berbén, A. B. G. (2018). Students’ self-worth protection and approaches to learning in higher education: Predictors and consequences. Higher Education, 76(1), 163-181. https://doi.org/10.1007/s10734-017-0215-0
Chamorro-Premuzic, T., Furnham, A., & Lewis, M. (2007). Personality and approaches to learning predict preference for different teaching methods. Learning and Individual Differences, 17(3), 241-250. https://doi.org/10.1016/j.lindif.2006.12.001
Diseth, Å. (2002). The relationship between intelligence, approaches to learning and academic achievement. Scandinavian Journal of Educational Research, 46(2), 219-230. https://doi.org/10.1080/00313830220142218
Diseth, Å. (2003). Personality and approaches to learning as predictors of academic achievement. European Journal of Personality, 17(2), 143-155. https://doi.org/10.1002/per.469
Diseth, Å. (2007). Approaches to learning, course experience and examination grade among undergraduate psychology students: Testing of mediator effects and construct validity. Studies in Higher Education, 32(3), 373-388. https://doi.org/10.1080/03075070701346949
Diseth, Å., & Martinsen, Ø. (2003). Approaches to learning, cognitive style, and motives as predictors of academic achievement. Educational Psychology, 23(2), 195-207. https://doi.org/10.1080/01443410303225
Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. Croom Helm.
Entwistle, N., McCune, V., & Scheja, M. (2006). Student learning in context: Understanding the phenomenon and the person. In L. Verschaffel, F. Dochy, M. Boekaerts, & S. Vosniadou (Eds.), Instructional psychology: Past, present and future trends (pp.131-148). Elsevier.
Entwistle, N., Tait, H., & McCune, V. (2000). Patterns of response to an approaches to studying inventory across contrasting groups and contexts. European Journal of Psychology of Education, 15(1), 33-48. https://doi.org/10.1007/BF03173165
Fryer, L. K., & Ginns, P. (2017). A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections. Educational Psychology, 38(8), 1032-1049. https://doi.org/10.1080/01443410.2017.1403568
Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies, 32(4), 399-409. https://doi.org/10.1080/03055690600850354
Gijbels, D., Coertjens, L., Vanthournout, G., Struyf, E., & Van Petegem, P. (2009). Changing students’ approaches to learning: A two‐year study within a university teacher training course. Educational Studies, 35(5), 503-513. https://doi.org/10.1080/03055690902879184
Gijbels, D., de Watering, G. V., Dochy, F., & den Bossche, P. V. (2005). The relationship between students’ approaches to learning and the assessment of learning outcomes. European Journal of Psychology of Education, 20(4), 327-341. https://doi.org/10.1007/BF03173560
Guo, J., Yang, L., & Shi, Q. (2017). Effects of perceptions of the learning environment and approaches to learning on Chinese undergraduates’ learning. Studies in Educational Evaluation, 55(4), 125-134. https://doi.org/10.1016/j.stueduc.2017.09.002
Hazel, E., Prosser, M., & Trigwell, K. (2002). Variation in learning orchestration in university biology courses. International Journal of Science Education, 24(7), 737-751. https://doi.org/10.1080/09500690110098886
Herrmann, K. J., Bager-Elsborg, A., & Parpala, A. (2016). Measuring perceptions of the learning environment and approaches to learning: Validation of the learn questionnaire. Scandinavian Journal of Educational Research, 61(5), 526-539. https://doi.org/10.1080/00313831.2016.1172497
Herrmann, K. J., McCune, V., & Bager-Elsborg, A. (2017). Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis. Högre utbildning, 7(1), 29-42. https://doi.org/10.23865/hu.v7.905
Karagiannopoulou, E., & Christodoulides, P. (2005). The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research, 43(6), 329-350. https://doi.org/10.1016/j.ijer.2006.05.002
Karagiannopoulou, E., & Milienos, F. S. (2014). Testing two path models to explore relationships between students’ experiences of the teaching-learning environment, approaches to learning and academic achievement. Educational Psychology, 35(1), 26-52. https://doi.org/10.1080/01443410.2014.895800
Kember, D., & Leung, D. Y. P. (1998a). The dimensionality of approaches to learning: An investigation with confirmatory factor analysis on the structure of the SPQ and LPQ. British Journal of Educational Psychology, 68(3), 395-407. https://doi.org/10.1111/j.2044-8279.1998.tb01300.x
Kember, D., & Leung, D. Y. P. (1998b). Influences upon students’ perceptions of workload. Educational Psychology, 18(3), 293-307. https://doi.org/10.1080/0144341980180303
Kember, D., Leung, D. Y. P., & McNaught, C. (2008). A workshop activity to demonstrate that approaches to learning are influenced by the teaching and learning environment. Active Learning in Higher Education, 9(1), 43-56. https://doi.org/10.1177/1469787407086745
Lake, W., & Boyd, W. (2015). Age, maturity and gender, and the propensity towards surface and deep learning approaches amongst university students. Creative Education, 6(22), 2361-2371. https://doi.org/10.4236/ce.2015.622242
Lindblom-Ylänne, S. (2003). Broadening an understanding of the phenomenon of dissonance. Studies in Higher Education, 28(1), 63-77. https://doi.org/10.1080/03075070309306
Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52. https://doi.org/10.1080/03075070120099359
Loewenthal, K. M. (2004). An introduction to psychological tests and scales (2nd ed.). Psychology Press.
Maciejewski, W., & Merchant, S. (2015). Mathematical tasks, study approaches, and course grades in undergraduate mathematics: A year-by-year analysis. International Journal of Mathematical Education in Science and Technology, 47(3), 373-387. https://doi.org/10.1080/0020739X.2015.1072881
Marinović, L. (2014). Ispitivanje odnosa percepcije kvalitete kolegija, nekih aspekata motivacije te studentskoga dostignuća i zadovoljstva. Društvena istraživanja - Časopis za opća društvena pitanja, 23(4), 681-700. http://dx.doi.org/10.5559/di.23.4.07
Marinović, L. (2015). Psihometrijske osobine revidiranog upitnika procesa učenja, R-SPQ-2F. Suvremena psihologija, 18(2), 191-209.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I. Outcome and process. British Journal of Educational Psychology, 46(1), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
Marton, F., & Säljö, R. (1997). Approaches to learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education (pp. 39-58). Scottish Academic Press.
Nausheen, M., & Richardson, P. W. (2013). The relationships between the motivational beliefs, course experiences and achievement among postgraduate students in Pakistan. Higher Education Research & Development, 32(4), 603-616. https://doi.org/10.1080/07294360.2012.709485
Nelson Laird, T. F., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49(6), 469-494. https://doi.org/10.1007/s11162-008-9088-5
Nijhuis, J. F. H., Segers, M. S. R., & Gijselaers, W. H. (2005). Influence of redesigning a learning environment on student perceptions and learning strategies. Learning Environments Research, 8(1), 67-93. https://doi.org/10.1007/s10984-005-7950-3
Parpala, A., Lindblom-Ylänne, S., Komulainen, E., Litmanen, T., & Hirsto, L. (2010). Students’ approaches to learning and their experiences of the teaching-learning environment in different disciplines. The British Journal of Educational Psychology, 80(2), 269-282. https://doi.org/10.1348/000709909X476946
Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education, 16(2), 129–150. https://doi.org/10.1080/03075079112331382944
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). Routledge. https://doi.org/10.4324/9780203507711
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