216 KB0 KB200620202008Gril, Alenkaštevilka:1/2letnik:19str. 81-118ISSN:1581-6036COBISSID:1806935URN:URN:NBN:SI:doc-A8MSAUCQslPedagoški inštitutSlovensko društvo raziskovalcev šolskega poljaŠolsko poljemotivacijaosnovne šoleraziskaverazredna klimaučenjeučni uspehvzgoja in izobraževanjeUčne interakcije in sociokognitivni dejavniki učnega uspeha v zadnji triadi osnovne šole|Teacher's conceptions about teaching have an important impact on the structureof learning interactions, from the point of view of the instruction practice as well as the interpersonal relations in the class. The hypothesis was that the learning interactions effect the formation of students' learning approaches and their achievement in the school. The focus of study was the learning environment (its structure and the class climate) and the sociocognitive factors of teachers and students which could influence the learning process in the class and their impact on the student's achievement inthe last three grades of the elementary school. The classes were followed for the two school years in which the data was collected three times. The regression analysis revealed which factors of learning approaches effected thestudent achievement. The characteristics of learning environment related tothe students' learning approaches and their achievements was analyzed by linear regression as well. The results show that the attributions of the success in learning, the achievement learning goals, the curiosity as the school goal and the educational aspirations are the most powerful predictors of school achievement and are stable through the two school years. The learning environment explained less variance in the students' achievements as in their learning approaches. The most important factors of the learning environment which affected the students' learning approaches and the achievements were related to the peer interactions in the class, the cooperativeness and the competitiveness among students and the peer popularity. Teachers' didactic conceptions and instructions, student gender and the parental level of education were also important predictors of students' learning approachesNa strukturiranje učnih interakcij, tako z vidika načina poučevanja kot medosebnih odnosov v razredu, pomembno vplivajo učiteljeve kognicije o poučevanju. Predpostavili smo, da se bo vpliv učnih interakcij pokazal tako v oblikovanju učnih pristopov učencev kot tudi v njihovem učnem uspehu. V študiji smo se osredotočili na preučevanje vpliva učnega okolja (struktura pouka in razredna klima) ter socialno kognitivnih dejavnikov učiteljev in učencev, ki značilno usmerjajo potek učnega procesa pri pouku, na učni uspeh učencev v zadnji triadi osnovne šole. Pouk smo spremljali dve šolski leti in vtem obdobju opravili tri meritve. Z regresijsko analizo smo ugotavljali dejavnike učnega pristopa učencev, ki vplivajo na njihov učni uspeh, nato pa analizirali tudi učinke značilnosti učnega okolja na učni pristop in uspeh učencev. Rezultati kažejo, da najmočneje napovedujejo učni uspeh atribucije uspeha, učni cilji usmerjeni k dosežkom, razumevanje vedoželjnosti za cilj šolanja ter izobrazbene aspiracije, in to stabilno tekom dveh šolskih let. Učno okolje je pojasnilo manjši delež variance učnega uspeha učencev kot njihov pristop k učenju. Dejavniki učnega okolja, ki so najpomembneje vplivalina oblikovanje učenčevega pristopa k učenju in učni uspeh, so se nanašali na vrstniške interakcije v razredu, na sodelovalnost oz. tekmovalnostmed učenci in priljubljenost med sošolci. Kot pomemben napovedovalec učnega pristopa učencev so se pokazale tudi učiteljeve didaktične usmeritve in način poučevanja, spol učenca in izobrazba starševTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovensko društvo raziskovalcev šolskega polja