{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-3H6CULMX/7114450e-4cfb-46d7-8d2a-0a4104ccca30/PDF","dcterms:extent":"492 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-3H6CULMX/7d9bf056-5e9d-45dc-bd7d-3a9012dcc892/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2005-2025","edm:begin":{"@xml:lang":"en","#text":"2005"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-3H6CULMX","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-M10OPZYO"},{"@xml:lang":"sl","#text":"Sodobna pedagogika"}],"dcterms:issued":"2020","dc:creator":["Pečjak, Sonja","Peklaj, Cirila","Pirc, Tina"],"dc:format":[{"@xml:lang":"sl","#text":"številka:3"},{"@xml:lang":"sl","#text":"letnik:71 = 137"},{"@xml:lang":"sl","#text":"str. 84-97"}],"dc:identifier":["ISSN:0038-0474","COBISSID:43889923","URN:URN:NBN:SI:doc-3H6CULMX"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"dc:subject":[{"@xml:lang":"sl","#text":"metakognitivno znanje"},{"@xml:lang":"sl","#text":"osnovne šole"},{"@xml:lang":"sl","#text":"samoučinkovitost"},{"@xml:lang":"sl","#text":"slovenščina"},{"@xml:lang":"sl","#text":"učna motivacija"},{"@xml:lang":"sl","#text":"učne strategije"},{"@xml:lang":"sl","#text":"učni uspeh"}],"dcterms:temporal":{"@rdf:resource":"2005-2025"},"dc:title":{"@xml:lang":"sl","#text":"Učni uspeh pri slovenščini in metakognitivno znanje o uporabi učnih strategij|"},"dc:description":[{"@xml:lang":"sl","#text":"This paper presents the findings of a study on the differences in metacognitive knowledge about more and less effective learning strategies and the actual use of different strategies during schoolwork between students with higer and lower academic achievement in mother tongue. In a sample of 159 lower secondary school 9th grade students, we found that there are some significant differences in the perceptions of the effectiveness of the chosen strategies among students with regard to their academic achievement. Less successful students have labelled less appropriate strategies as useful, and vice versa. Significant differences were also found in the use of metacognitive and motivational strategies and in self- -efficacy for regulation and motivation. Students with more metacognitive knowledge are more effective in regulating learning, abler to motivate themselves to learn, and persist for a longer time. For students with less metacognitive knowledge, however, it is much more true that they evaluate the learning process when they are done with it. The findings highlight the importance of systematically practicing strategies in students, with teachers playing a key role in that process"},{"@xml:lang":"sl","#text":"V prispevku prikazujemo izsledke raziskave o razlikah med učno zelo uspešnimi in učno manj uspešnimi učenci pri slovenščini, in sicer v njihovem metakognitivnem znanju o učinkovitih in manj učinkovitih učnih strategijah ter v dejanski uporabi različnih strategij pri delu za šolo. Na vzorcu 159 devetošolcev osnovne šole smo ugotovili, da med učno različno uspešnimi učenci obstajajo nekatere pomembne razlike v tem, kako učinkovite se jim zdijo izbrane strategije. Učno manj uspešni učenci so kot učinkovitejše označili manj ustrezne strategije in nasprotno. Pomembne razlike so se pokazale tudi pri uporabi strategij na metakognitivnem in motivacijskem področju ter pri samoučinkovitosti za regulacijo in motivacijo. Učenci z več metakognitivnega znanja so učinkovitejši pri regulaciji učenja, bolj se znajo motivirati za učenje in pri njem tudi daljši čas vztrajajo. Za učence z manj metakognitivnega znanja pa v pomembno večji meri drži, da evalvirajo proces učenja, ko ga končajo. Izsledki kažejo na pomen sistematičnega urjenja strategij pri učencih, pri čemer ima učitelj ključno vlogo"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-3H6CULMX","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-3H6CULMX"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-3H6CULMX/7114450e-4cfb-46d7-8d2a-0a4104ccca30/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-3H6CULMX/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-3H6CULMX"}}}}