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Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/17441

Titill: 
  • Tengsl skólatengdrar hvatningar við trú ungmenna á eigin getu til sjálfstjórnunar í námi
Útgáfa: 
  • Desember 2013
Útdráttur: 
  • Erlendar rannsóknir hafa leitt í ljós að trú nemenda á eigin getu stuðlar að sjálf-stjórnun þeirra sem er mikilvæg fyrir velgengi þeirra í námi. Hún gerir nemendum kleift að skipuleggja vinnu sína, afla sér þekkingar og framkvæma það sem þarf til að ná settum námsmarkmiðum. Hvatning frá skólaumhverfinu er talin efla trú á eigin getu og sjálfstjórnun. Í þessari grein er fjallað um niðurstöður nýlegrar rann-sóknar þar sem upplifun íslenskra nemenda á hvatningu í skólanum var könnuð. Lagt var mat á tengsl hennar við trú þeirra á eigin getu til sjálfstjórnunar í námi. Þá voru niðurstöðurnar meðal annars skoðaðar með tilliti til kyns. Þær byggja á gögnum sem aflað var með spurningalistum sem lagðir voru fyrir 539 nemendur í 9. bekk haustið 2012 (46% stúlkur, meðalaldur 14,3 ár). Um 62% ungmenna töldu að skólinn í heild hvetti þau í náminu og 67% ungmenna töldu að kennarar hvettu þau til að vera eins góð og þau gætu orðið. Kynin töldu sig fá álíka hvatningu frá skólanum þó stúlkur hefðu meiri trú á eigin getu til sjálfstjórnunar í námi en dreng-ir. Sterk tengsl voru á milli skólatengdrar hvatningar og trúar ungmenna á eigin getu til sjálfstjórnunar í námi og voru tengslin sterkari hjá stúlkum en drengjum. Niðurstöður rannsóknarinnar eru þýðingamiklar fyrir skólastarf þar sem þær varpa ljósi á mikilvægi þess að nemendur upplifi hvatningu í skólanum.

  • The main objective of this study is to examine school-related motivation and its relation to young people’s self-efficacy for self-regulated learning. Studies have shown that self-efficacy is a prerequisite for people’s ability to organize their own work and seek effective ways to achieve their goals, i.e., to use self-regulated learning. As such, self-efficacy and self-regulation have been found to strengthen the overall development and learning related skills of students, which, according to Iceland’s national school curriculum, is one of the major goals of the school system. According to studies from beyond Iceland, school-related motivation (e.g., perceived support from the school and the teachers) helps shape students self-efficacy for self-regulated learning. As such, the major goal of this investigation is to assess the school related support that Icelandic 14-year-old students perceive (both from their school as a whole and from their teachers) and how it relates to their self-efficacy for self-regulated learning. Previous studies have shown that different aspects of the school environment may influence the self-evaluations of boys and girls in different ways. For example, some studies have found that girls base their self-evaluations on feed-back from others to a greater extent than boys do, whereas grades seem to have a greater impact on boys’ self-evaluations. In addition, studies from many cultur-es have found girls to outperform boys on measures of self-regulation. Further-more, studies have consistently revealed a significant gender-gap in achieve-ment among Icelandic students, favoring girls. As such, possible gender differ-ences in relation to the variables and relations under investigation will be explored. The findings of this study are based on the first wave of data of an ongoing longi-tudinal study on the development of motivation and self-regulation among ado-lescents in Iceland. Participants came from 15 schools in the capital Reykjavík and the Reykjanes peninsula. A total of 90% (N=561) of the parents agreed to have their child participate and 96% (N=539) of the youth who had parental con-sent, participated in the study. Results indicate that the majority of the young people agreed that both the school and their teachers encourage them to do their best; about 62% of young people said that the school as a whole encourages them to do their best and that 67% of youth believed that teachers encourage them to do as well as they can. Nevertheless, almost one third of the students did not perceive clear support from their school or teachers, which is a cause for concern. Furthermore, the results indicate a strong relation between how youth experience school-related motivation, both by the school and by their teachers, and their self-efficacy for self-regulated learning. The results of the study further suggest that although boys and girls described equal levels of support from their school and teachers, boys had lower levels of self-efficacy for self-regulated learning than girls. The higher level of self-efficacy for self-regulated learning among girls may help explain the clear and consistent gender differences that have been ob-served on national exams. Furthermore, in relation to gender differences, school support had stronger relations to the self-efficacy of girls than boys, which is consistent with studies from other cultures that show that girls base their self-evaluation more on teachers’ feedback than boys. In spite of complicated patterns between school motivation, self-efficacy, and gender, the findings underscore that all students, both girls and boys, experience motivation from their teachers, which enhances their learning skills. We encourage teachers and school officials to consider the importance of school-related support for students’ self-efficacy and learning related skills, and how both can work to make sure that all students feel supported by their school and teachers.

Birtist í: 
  • Netla
ISSN: 
  • 1670-0244
Samþykkt: 
  • 7.3.2014
URI: 
  • http://hdl.handle.net/1946/17441


Skrár
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