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Pregled bibliografske jedinice broj: 130009

Intrinsic vs. extrinsic orientation in the classroom and self-regulated learning


Rijavec, Majda; Raboteg-Šarić, Zora; Miljković, Dubravka
Intrinsic vs. extrinsic orientation in the classroom and self-regulated learning // Studia Psychologica, 45 (2003), 1; 51-63 (međunarodna recenzija, članak, znanstveni)


CROSBI ID: 130009 Za ispravke kontaktirajte CROSBI podršku putem web obrasca

Naslov
Intrinsic vs. extrinsic orientation in the classroom and self-regulated learning

Autori
Rijavec, Majda ; Raboteg-Šarić, Zora ; Miljković, Dubravka

Izvornik
Studia Psychologica (0039-3320) 45 (2003), 1; 51-63

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
motivation for learning; intrinsic vs. extrinsic orientation; self-regulated learning

Sažetak
The study explored whether students (5th and 6th grades of elementary school) can be classified into groups according to their motivational orientation in learning (motivational and informational components) and assessed relationship between these orientations, academic achievement and various components of self-regulated learning (goal orientations, perceived control, learning strategies, values and self-esteem). It was found that intrinsic orientation in the classroom was positively correlated with self-regulated learning. In addition, it seems that intrinsically motivated students at this age profit from their dependence on teacher to tell them what, when and how to do something. On the contrary, extrinsic motivation was less correlated with self-regulated learning. This proved especially true of students with high performance-orientation and dependence on teacher to tell them what to do.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija



POVEZANOST RADA


Projekti:
0194102

Ustanove:
Institut društvenih znanosti Ivo Pilar, Zagreb


Citiraj ovu publikaciju:

Rijavec, Majda; Raboteg-Šarić, Zora; Miljković, Dubravka
Intrinsic vs. extrinsic orientation in the classroom and self-regulated learning // Studia Psychologica, 45 (2003), 1; 51-63 (međunarodna recenzija, članak, znanstveni)
Rijavec, M., Raboteg-Šarić, Z. & Miljković, D. (2003) Intrinsic vs. extrinsic orientation in the classroom and self-regulated learning. Studia Psychologica, 45 (1), 51-63.
@article{article, year = {2003}, pages = {51-63}, keywords = {motivation for learning, intrinsic vs. extrinsic orientation, self-regulated learning}, journal = {Studia Psychologica}, volume = {45}, number = {1}, issn = {0039-3320}, title = {Intrinsic vs. extrinsic orientation in the classroom and self-regulated learning}, keyword = {motivation for learning, intrinsic vs. extrinsic orientation, self-regulated learning} }
@article{article, year = {2003}, pages = {51-63}, keywords = {motivation for learning, intrinsic vs. extrinsic orientation, self-regulated learning}, journal = {Studia Psychologica}, volume = {45}, number = {1}, issn = {0039-3320}, title = {Intrinsic vs. extrinsic orientation in the classroom and self-regulated learning}, keyword = {motivation for learning, intrinsic vs. extrinsic orientation, self-regulated learning} }

Časopis indeksira:


  • Current Contents Connect (CCC)
  • Web of Science Core Collection (WoSCC)
    • Social Science Citation Index (SSCI)
    • SCI-EXP, SSCI i/ili A&HCI
  • Scopus


Uključenost u ostale bibliografske baze podataka::


  • Psychological Abstracts





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