Ispitivanje nekih komponenti samoregulacije učenja u domenama čitanja i pisanja kod učenika različite dobi i roda. (Croatian)

Examination of some samoregulation components in reading and writing domains in students of different ages and gender. (English)

The aim of the study was to examine how many attitudes, experiences and the usefulness of reading and writing strategies contribute to the reading and writing behavior in students of different ages and gender, and what is the correlation with the Grade Point Average (GPA) and success in the school subject Croatian language. The Zimmerman Model of Self-Regulation of Learning applied to domains of reading and writing. The research was conducted on 307 students in lower and higher grades of elementary school and secondary school students. The results show a significant effect of age: a) on the experiences and attitudes towards writing and usefulness of reading and writing strategies that decrease with age; b) on the experience and attitudes toward reading that are the smallest and most negative in the period of puberty; c) on preference and interests of reading and writing, which are significantly higher in primary school students; d) on assistance and other incentives in reading and writing which are significantly higher in primary school students; e) on the use of digital media for reading and writing that used more students in higher grades of elementary school and secondary school students; f) on reading and writing lectures which is significantly higher in primary school students. Feminine has positive attitude towards the usefulness of strategy. Students who have a higher propensity and interest in reading and writing, the less seek outside help and that less use digital media have a higher overall academic achievement. Students who have a higher propensity and interest in reading and writing show better success in the school subject of Croatian language. The use of digital media is negative and marginally associated with GPA and the success of the Croatian language, and intense daily use of the Internet is a positive, but slightly connected with the use of digital media for reading and writing among students. [ABSTRACT FROM AUTHOR]

Cilj je ovoga istraživanja bio u okviru Zimmermanovog modela samoregulacije učenja primijenjenoga na domenska područja čitanja i pisanja ispitati koliko stavovi i iskustva te korisnost strategija čitanja i pisanja pridonose ponašanjima čitanja i pisanja kod učenika različite dobi i roda te kakva je povezanost s općim uspjehom i uspjehom u školskom predmetu Hrvatski jezik. Istraživanje je provedeno na 307 učenika razredne i predmetne nastave te srednje škole. Rezultati pokazuju: a) da su iskustva i stavovi prema pisanju te korisnosti strategija čitanja i pisanja manji i negativniji s dobi; b) da su iskustva i stavovi prema čitanju najmanji i najnegativniji u razdoblju puberteta učenika; c) da su sklonosti i interesi prema čitanju i pisanju značajno veći kod učenika razredne nastave; d) da je pomoć i poticaj drugih pri čitanju i pisanju značajno veći kod učenika razredne nastave; e) da je korištenje digitalnih medija za čitanje i pisanje značajno veće kod učenika predmetne nastave i srednje škole; f) da je čitanje i pisanje lektire značajno veće kod učenika razredne i predmetne nastave. Ženski rod ima pozitivnije stavove prema korisnosti strategija čitanja i pisanja. Učenici koji imaju veću sklonost i interese za čitanje i pisanje, koji manje traže pomoć izvana i manje koriste digitalne medije za čitanje i pisanje imaju veći opći školski uspjeh. Učenici koji imaju veću sklonost i interese za čitanje i pisanje pokazuju bolji uspjeh u školskom predmetu Hrvatski jezik. Korištenje digitalnih medija negativno je i neznatno povezano s općim uspjehom i uspjehom u predmetu Hrvatski jezik, a intenzivnije dnevno korištenje interneta pozitivno je, ali neznatno povezano s korištenjem digitalnih medija za čitanje i pisanje kod učenika. [ABSTRACT FROM AUTHOR]

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