| Sažetak | Proaktivna uključenost u učenje je proaktivan, namjeran i konstruktivan doprinos nastavnom procesu pri čemu inicijativa dolazi od strane učenika te učenik obogaćuje sam proces učenja i promišlja o njemu (Reeve, 2012). Istraživanja su pokazala kako učenici koji su proaktivno uključeni u učenje postižu bolje obrazovne ishode, njihova motivacija, vještine i znanja rastu te ovi učenici djeluju na okruženje za učenje. Većina prijašnjih istraživanja obuhvatila su uzorke na višim stupnjevima obrazovanja dok se o ishodima proaktivne uključenosti u učenje u osnovnom obrazovanju manje zna. Upravo zbog toga, u ovom diplomskom radu, cilj je bio istražiti ishode proaktivne uključenosti u učenje kod učenika osnovne škole iz perspektive učitelja razredne nastave. Istraživanje je provedeno na uzorku od 10 učiteljica razredne nastave s podru ja grada Zagreba. U istraživanju je korištena kvalitativna metoda prikupljanja podataka, intervju polustrukturiranog tipa. Provedenim istraživanjem potvrđeni su pozitivni ishodi proaktivne uključenosti u učenje utvrđeni prijašnjim istraživanjima (Reeve i Tseng, 2011; Reeve i Shin, 2020), ali saznajemo i još neke pozitivne ishode: porast samopouzdanja učenika, osobni razvoj, razvoj logičkog zaključivanja, veća samostalnost, otkrivanje lakših načina za učenje i rad, brži napredak u odnosu na ostatak učenika u razredu, opuštenost, stvaranje boljeg odnosa prema školi, razvoj izražavanja mišljenja i razvoj kreativnosti (za proaktivnog učenika), viša motivacija i uključenost u učenje, poboljšanje suradnje među učenicima, stvaranje pozitivne atmosfere u razredu (za druge učenike), zanimljivija i uspješnija nastava, porast motivacije učitelja i njegov razvoj, bolja komunikacija sa ostalim učenicima u razredu, bolje raspoloženje učitelja te smanjene stresa (za učitelje i nastavni proces). Dobili smo određena saznanja i o negativnim ishodima proaktivne uključenosti: pojava neugodnih emocija, nezadovoljstvo i otpor, narušavanje odnosa me u učenicima, pritisak kod neuspjeha (za proaktivnog učenika), neugodne emocije, negodovanje i odbijanje djelovanja, pritisak (za druge učenike), ometanje nastave, stres za učitelja i konflikti s učenikom (za učitelje i nastavni proces). |
| Sažetak (engleski) | Agentic engagement in learning activities is a proactive, intentional and constructive contribution to the flow of instruction where the initiative comes from the student and the student enriches the learning process itself and reflects on it (Reeve, 2012). Research has shown that students who are agenticly engaged in learning activities have better educational outcomes, their motivation, skills and knowledge grow, and also they affect the learning environment. Most of the research on agentic engagement included samples at higher levels of education while less is known about the outcomes of agentic engagement in learning activities in primary education. Therefore, the aim of this research was to explore the outcomes of agentic engagement in learning activities among pupils from the perspective of elementary school teachers. The research was conducted on a sample of 10 elementary school teachers from the city of Zagreb. A qualitative method was used in the research, specifically semi-structured interviews. The conducted research confirmed the positive outcomes of proactive engagement in learning identified in previous studies (Reeve & Tseng, 2011; Reeve & Shin, 2020), but we also learned about some additional positive outcomes: an increase in students' self-confidence, personal development, development of logical reasoning, greater independence, discovering easier ways to learn and work, faster progress compared to other students in the class, calmness, a better attitude towards school, development of expression of opinion, and creativity (for proactive students), higher motivation and engagement in learning, improvement in collaboration among students, creating a positive atmosphere in the classroom (for other students), more interesting and successful teaching, an increase in teacher motivation and growth, better communication with other students in the class, improved teacher mood, and reduced stress (for teacher and teaching process). We also gained some insights into the negative outcomes of agentic engagement in learning: the emergence of unpleasant emotions, dissatisfaction and resistance, disruption of relationships among students, pressure in case of failure (for proactive students), unpleasant emotions, indignation and refusal to act, pressure (for other students), disruption of lessons, stress, and conflicts with students (for teacher and teaching process). |
