77 KB402 KB64 KB199220252011Pečjak, SonjaPeklaj, Cirilaletnik:20številka:3str. 33-58ISSN:1318-1874COBISSID:47438434URN:URN:NBN:SI:doc-JMRXUXTJenDruštvo psihologov SlovenijePsihološka obzorja (Ljubljana)academic achievementAchievement goal questionnaire revised (AGO-revised)čustvaemotionsEmotions in learning scale (ELS)Lestvica emocij pri učenju (ELS)Lestvice vzorcev učinkovitega učenja (AGO-revised)matematikamathematicsmotivacijaMotivated strategies for learning questionnaire (MSLQ)motivationPatterns of adoptive learning scales (PALS)samoregulacijaself regulationučni uspehVprašalnik učnih ciljev (PALS)Emotions, motivation and self-regulation in boys' and girls' learning mathematics|The purpose of our study was to investigate the relationship of affective and motivational processes and self-regulation in mathematics in secondary school students. We were interested in finding out if these relationships differ between boys and girls. Second, we predicted the use of cognitive and metacognitive strategies from emotional and motivational variables. A total of 397 students (145 boys and 252 girls) attending the first year of grammar schools in Slovenia participated in the study. Emotions were measured with the three scales assessing students' positive and negative emotions during math classes, during learning math at home and during math tests. Students' goal orientations were measured by Achievement Goal Questionnaire Revised (AGQ-revised; Elliot & Murayama, 2008), self-efficacy by Patterns of Adaptive Learning Scales (PALS; Midgley et al., 2000) and cognitive and metacognititve strategies by Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991). More significant correlations between emotional and motivational dimensions were found for girls than for boys. The opposite was true for the relationship between emotional dimensions and strategies. Further hierarchical regression analyses showed that emotions explained a greater amount of variance in using cognitive and metacognitive strategies in boys than in girls. In both genders, positive emotions during learning math at home and math test are the best predictors of (meta)cognitive strategy use. Among motivational variables, only performance goal orientation explained significant amount of variance in all strategies in girls over and above emotional variables. Implications of emotional and motivational dimensions for the use of cognitive and metacognitive strategies in learning math are discussed, as well as implications for further researchNamen študije je bil raziskati odnos afektivnih in motivacijskih procesov s samoregulacijo pri matematiki pri srednješolcih. Zanimalo nas je ali se te povezave razlikujejo glede na spol ter koliko čustvene in motivacijske spremenljivke napovedujejo uporabo kognitivnih in metakognitivnih strategij dijakov. V raziskavi je sodelovalo 397 slovenskih dijakov prvega letnika gimnazije (145 fantov in 252 deklet). Dijaki so s pomočjo treh lestvic ocenili pozitivna in negativna čustva pri matematiki v treh kontekstih: med poukom, med učenjem doma in med preizkusom. Ciljno motivacijske orientacije dijakov smo merili z revidiranim AGQ vprašalnikom (Achievement Goal Questionnaire Revised AGORevised; Elliot in Murayama, 2008), lastno učinkovitost dijakov s PALS-om (Patterns of Adaptive Learning Scales PALS; Midgley et al., 2000), kognitivne in metakognitivne strategije pa z MSLQ (Motivated Strategies for Learning Questionnaire MSLQ; Pintrich et al., 1991). Pri dekletih smo med čustvenimi in motivacijskimi dimenzijami našli več pomembnih korelacij kot pri fantih, pri fantih pa več pomembnih povezanosti med čustvi in strategijami. Hierarhična regresijska analiza je pokazala, da čustva pri fantih pojasnijo več variance pri uporabi kognitivnih in metakognitivnih strategij kot pri dekletih. Pri obeh spolih pa so najbolje napovedovala uporabo (meta)kognitivnih strategij pozitivna čustva med učenjem matematike doma in pri preizkusu iz matematike. Med motivacijskimi spremenljivkami pa je pomemben del variance v uporabi vseh strategij pri dekletih pojasnila le ciljna usmerjenost v dosežek. Ob koncu izpostavljamo implikacije emocionalnih in motivacijskih spremenljivk za uporabo kognitivnih in metakognitivnih strategij pri učenju matematike in za nadaljnje raziskovanjeTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaDruštvo psihologov Slovenije