{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-ZC3P5NKX/a8132627-82fb-45b2-94e8-ed68f3728dc6/PDF","dcterms:extent":"309 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-ZC3P5NKX/e59309aa-d06d-4531-96aa-8f9b4ba9d917/TEXT","dcterms:extent":"47 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2020","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2020"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-ZC3P5NKX","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2014","dc:creator":"Lenar, Jurij","dc:format":[{"@xml:lang":"sl","#text":"letnik:25"},{"@xml:lang":"sl","#text":"številka:3/4"},{"@xml:lang":"sl","#text":"str. 39-59, 135-136"}],"dc:identifier":["ISSN:1581-6036","COBISSID:2779223","URN:URN:NBN:SI:doc-ZC3P5NKX"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"dc:subject":[{"@xml:lang":"sl","#text":"matematika"},{"@xml:lang":"en","#text":"mathematics"},{"@xml:lang":"sl","#text":"mednarodne raziskave"},{"@xml:lang":"sl","#text":"motivacija"},{"@xml:lang":"en","#text":"motivation"},{"@xml:lang":"sl","#text":"naravoslovje"},{"@xml:lang":"sl","#text":"osnovne šole"},{"@xml:lang":"en","#text":"positive attitudes towards learning"},{"@xml:lang":"sl","#text":"preverjanje znanja"},{"@xml:lang":"en","#text":"school subject"},{"@xml:lang":"en","#text":"students"},{"@xml:lang":"sl","#text":"TIMSS"},{"@xml:lang":"sl","#text":"učenci"},{"@rdf:resource":"http://www.wikidata.org/entity/Q7991"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Vroomova teorija pričakovanja - motivacija za učenje v Sloveniji, Angliji in na Finskem|"},"dc:description":[{"@xml:lang":"sl","#text":"In this article, I wanted to find out which variables among Vroom's expectancy theory have an effect on attitudes toward learning of school subjects. Besides that I also wanted to find out if there are some gender differences in this effect. For this purpose I analysed eighth grade students, who participated in TIMSS (Trends in International Mathematics and Science study) in 1999, 2003, 2007 and 2011. From TIMSS questionnaire for students, I used questions about students' engagement in learning, students' valuation of mathematics and science, educational expectations of students and students' confidence in mathematics and science. In the analysis, I included data from Slovenia, England and Finland. With the exception of educational expectations of students, I created composite variables (as average values of combined variables) which measure positive attitudes toward learning of school subjects, engagement in lessons of school subjects lessons,confidence in school subjects and valuation of school subjects. I used multiple regression to analyse data. With the t value, I wanted to find out if a certain variable has an effect on positive attitudes toward learning of school subjects. I discovered that I can in, all three countries, confirm Vroom's expectancy theory with most variables included in analysis. The results of the analyses have shown that students from all three countries have more positive attitudes toward learning of school subjects if they are engaged in lessons of school subjects, if they are confident in learning school subjects and if they value school subjects. In all cases except those of students from England in TIMSS 2007 and 2011, I can confirm Vroom's expectancy theory also with educational expectations of students"},{"@xml:lang":"sl","#text":"V članku sem hotel preveriti, katere spremenljivke znotraj Vroomove teorije pričakovanja vplivajo na naklonjenost do učenja šolskih predmetov. Poleg tega sem tudi preveril, ali so pri tem vplivu kakšne razlike glede na spol. V ta namen sem analiziral učence osmega razreda osnovne šole, ki so sodelovali v TIMSS (Mednarodna raziskava trendov znanja matematike in naravoslovja) leta 1999, 2003, 2007 in 2011. Iz vprašalnika TIMSS za učence sem uporabil relevantna vprašanja za preverjanje Vroomove teorije pričakovanja, in sicer sem uporabil vprašanja glede sodelovanja učencev pri pouku matematike in naravoslovnih predmetov, vrednotenja matematike in naravoslovnih predmetov, izobrazbenih pričakovanj učencev ter samozavesti učencev pri učenju matematikein naravoslovnih predmetih. V analizo sem vključil podatke za Slovenijo, Anglijo in Finsko. Z izjemo izobrazbenih pričakovanj in spola sem iz ostalih izbranih spremenljivk oblikoval kompozitne spremenljivke (kot povprečne vrednosti združenih spremenljivk), ki izražajo naklonjenost do učenja šolskih predmetov, sodelovanje pri pouku šolskih predmetov, samozavest pri učenju šolskih predmetih in vrednotenje šolskih predmetov. Za analizo podatkov sem uporabil multiplo regresijo. Pri rezultatih, dobljenih z multiplo regresijo me je zanimala predvsem vrednost t, s katero sem ugotavljal, ali ima določena spremenljivka vpliv na naklonjenost do učenja šolskih predmetov. Ugotovil sem, da lahko v vseh treh državah z večino vključenih spremenljivk znotraj TIMSS vprašalnika za učence potrdim Vroomovo teorijo pričakovanja. Rezultati so namreč pokazali, da so v vseh treh državah učenci bolj naklonjeni učenju šolskih predmetov če sodelujejo pri pouku šolskih predmetov, če so samozavestni pri učenju šolskih predmetov ter če visoko vrednotijo šolske predmete. Edino v primeru angleških osmošolcev v TIMSS 2007 in 2011 pa lahko potrdim Vroomovo teorijo pričakovanja tudi z izobrazbenimi pričakovanji"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-ZC3P5NKX","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-ZC3P5NKX"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-ZC3P5NKX/a8132627-82fb-45b2-94e8-ed68f3728dc6/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-ZC3P5NKX/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-ZC3P5NKX"}}}}