Povezanost osobina ličnosti, pristupa studiranju i akademskog uspjeha budućih učitelja

master's thesis

• Title (english): Relationship Between Personality Traits, Learning Approaches and Academic Achievement of Future Teachers
• Author: Laura Pakšec
• Mentor: Lana Jurčec (mentor)
• Committee member: Lana Jurčec (predsjednik povjerenstva)
• Committee member: Majda Rijavec (član povjerenstva)
• Committee member: Tajana Ljubin Golub (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2020-07-07, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Učenici različito uče i svaki učenik ima određeni pristup učenju koji mu najviše odgovara za pojedine predmete. Ipak, ponekad se dogodi da unatoč trudu, učenik i dalje ima lošiji uspjeh od očekivanog. Je li problem u učeniku ili učitelju? Koristi li učenik prikladan pristup učenju kako bi naučio novi nastavni sadržaj? Jesu li lošiji rezultati ipak nekako povezani i sa osobinama ličnosti učenika?
Cilj ovog istraživanja bio je ispitati mogućnost predikcije akademskog uspjeha budućih učitelja na temelju njihovih crta ličnosti i pristupa učenju. U istraživanju je sudjelovalo 255 studenta četvrte i pete godine Učiteljskog fakulteta Sveučilišta u Zagrebu. Kao instrumenti u istraživanju su korišteni Upitnik ličnosti (IPIP – 50), upitnik pristupa učenju (ASSIST) te dosadašnji prosjek ocjena kao pokazatelj akademskog uspjeha. Rezultati su pokazali da su osobine ličnosti značajno povezane s pristupima učenju, u očekivanom smjeru. Rezultati regresijskih analiza pokazuju da se od 17 do 21 % varijance pristupa učenju može objasniti crtama ličnosti. Otvorenost prema iskustvu (intelekt) značajan je prediktor dubinskog pristupa učenju. Ekstraverzija i savjesnost značajno predviđaju strategijski pristup učenju, a neuroticizam površinski pristup učenju. Od pristupa učenju, strategijski i površinski pristup značajno predviđaju akademski uspjeh. U završnom modelu, crte ličnosti i pristupi učenju zajedno predviđaju 21% akademskog uspjeha s time da su značajni prediktori savjesnost, strategijski pristup i površinski pristup. Savjesnost, strategijski i površinski pristup učenju značajno predviđaju akademski uspjeh. Savjesniji studenti, oni koji pristupaju učenju više strategijski, a manje površinski, postižu bolje akademske rezultate.

Abstract (english)

Students learn differently and each student has a certain learning approach that suits him best for certain subjects. Yet, it sometimes happens that despite the effort, the student still performs worse than expected. Is the problem in the student or teacher? Does the student use an appropriate learning approach to learn new teaching content? Are the poorer results maybe somehow connected with the personality traits of the students?
The aim of this study was to examine the possibility of predicting the academic success of future teachers based on their personality traits and learning approach. A sample of 255 college students from the fourth and fifth year of the Faculty of Teacher Education, University of Zagreb, participated in the study. The following instruments were used: The International Personality Item Pool (IPIP) scale, the Approaches and Study Skills Inventory for Students (ASSIST) scale and average grade point as a measure of academic achievement. The results showed that personality traits were significantly associated with learning approaches. The results of regression analysis show that from 17 to 21% of the variance of the approaches to learning can be explained by personality traits. Intellect is a significant predictor of deep learning approach. Extraversion and conscientiousness are significant predictors of a strategic learning approach, and neuroticism of a superficial learning approach. The strategic and superficial approach significantly predict academic success. In the final model, personality traits and approaches to learning together predict 21% of academic success with conscientiousness, strategic approach and superficial approach being significant predictors on academic success Conscientiousness, strategic and superficial learning approach significantly predict academic success. More conscientious students, those who approach learning more strategically and less superficially, achieve better academic results.

• Keywords: osobine ličnosti; pristupi učenju; akademski uspjeh
• Keywords (english): personality traits; learning approaches; academic success
• Language: croatian
• URN:NBN: urn:nbn:hr:147:559831
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-02-01 12:16:23