40 KB116 KB36 KB199220252002Kobal Grum, DarjaKolenc, JanezLebarič, Nadaletnik:1116 straništevilka:3str. 23-38ISSN:1318-1874COBISSID:19389282URN:URN:NBN:SI:doc-OTVD211EslDruštvo psihologov SlovenijePsihološka obzorja (Ljubljana)learningmladostnikimotivacijamotivationpsihologijapsychologysamopodobaučenjeuspešnostMotivacija za učenje in samopodoba|In this article we analyse motivation for learning. In the sample was included287 students fourth grade of Slovenian upper secondary schools. Our main questions were focused on the relationships between students motivation and their self-concept on the one side and on differences between students motivational factors on the other side. In further we analyse relations between learning success and motivation. The results of ours research show, that the self concept, in particular its academic self-concept, is significantly correlated with motivational factors. The particular part (dimension) of academic self-concept is students self-perception about their own abilities for learning and it is in relation with individuals value system. That can be seen when we observed students attitudes to acquire knowledge. Academic self-concept is basic factor for development and for the selection of learning strategies and it has the role of motivational factor.On the other side in academic self-concept are included very different abilities, what is helping students not only for better understanding in the processes of acquiring knowledge, but also for more qualitative production of new knowledge from acquiring information's. Our results show that obtain differences between students in motivation for learning and that higher learning success is in correlation with higher levelof motivationV prispevku analiziramo učno motivacijo dijakov četrtih letnikov gimnazij. Naša prednostna vprašanja so se nanašala na povezanost motivacije s samopodobodijaka, na razlike med dijaki v motivaciji in relacije med motivacijo in učnim uspehom. Rezultati so pokazali, da je samopodoba v celoti,še zlasti akademska samopodoba, pomembno povezana z učno motivacijo. Akademska samopodoba vključuje predstavo dijaka o lastnih sposobnostih potrebnih za šolsko delo in je povezana z vrednostnim sistemom posameznika, kar se izkazuje skozi odnos do znanja; je osnova za razvoj in izbiro učne strategije in deluje kot motivator. Po drugi strani pa vključuje vrsto sposobnosti, ki dijaku omogočajo ne le boljše razumevanje znanj, temveč boljšoprodukcijo novih znanj iz pridobljenih informacij. Naši rezultati kažejo, da se dijaki iz vzorca razlikujejo v učni motivaciji in da je za višjiučni uspeh značilna višja motivacijaTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaDruštvo psihologov Slovenije