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master's thesis
Povezanost savjesnosti, akademskog uspjeha i vrste fakulteta s pristupima učenju
2015. urn:nbn:hr:142:402460
Paska, Ana
Josip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
Depatrment of Psychology

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Paska, A. (2015). Povezanost savjesnosti, akademskog uspjeha i vrste fakulteta s pristupima učenju (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:142:402460

Paska, Ana. "Povezanost savjesnosti, akademskog uspjeha i vrste fakulteta s pristupima učenju." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2015. https://urn.nsk.hr/urn:nbn:hr:142:402460

Paska, Ana. "Povezanost savjesnosti, akademskog uspjeha i vrste fakulteta s pristupima učenju." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2015. https://urn.nsk.hr/urn:nbn:hr:142:402460

Paska, A. (2015). 'Povezanost savjesnosti, akademskog uspjeha i vrste fakulteta s pristupima učenju', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, accessed 23 October 2024, https://urn.nsk.hr/urn:nbn:hr:142:402460

Paska A. Povezanost savjesnosti, akademskog uspjeha i vrste fakulteta s pristupima učenju [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences; 2015 [cited 2024 October 23] Available at: https://urn.nsk.hr/urn:nbn:hr:142:402460

A. Paska, "Povezanost savjesnosti, akademskog uspjeha i vrste fakulteta s pristupima učenju", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, Osijek, 2015. Available at: https://urn.nsk.hr/urn:nbn:hr:142:402460

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Metadata
TitlePovezanost savjesnosti, akademskog uspjeha i vrste fakulteta s pristupima učenju
Title (english)Conscientiousness, academic success and type of study in correlation with approaches to learning
AuthorAna Paska
MentorGorka Vuletić (mentor)
MentorGabrijela Vrdoljak (sumentor)
MBZ: 309345
Committee memberGorka Vuletić (predsjednik povjerenstva)
Committee memberDaniela Šincek (član povjerenstva)
Committee memberAna Kurtović (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
(Depatrment of Psychology)
Osijek
Defense date and country2015-10-26, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
School Psychology and the Psychology of Education
Abstract
Ovim istraživanjem željelo se ispitati povezanost savjesnosti, akademskog uspjeha i vrste fakulteta s pristupima učenju, te provjeriti mogućnost predviđanja akademskog uspjeha na temelju vrste fakulteta, savjesnosti i pristupa učenju. U istraživanju je sudjelovalo 352 studenta drugih i trećih godina preddiplomskih studija te prvih godina diplomskih studija Sveučilišta Josipa Jurja Strossmayera u Osijeku. Kao instrumenti u istraživanju su korišteni Mjera pristupa i vještina učenja studenata, Pet velikih dimenzija ličnosti, te dosadašnji prosjek ocjena kao pokazatelj akademskog postignuća. Rezultati su pokazali pozitivnu povezanost savjesnosti s dubinskim i strateškim pristupom učenju, te negativnu povezanost savjesnosti s površinskim pristupom učenju, čime je potvrđena hipoteza 1a. Rezultati su također potvrdili hipotezu 1b, te ukazuju na pozitivnu povezanost akademskog uspjeha s dubinskim i strateškim pristupom učenju, te negativnu povezanost akademskog uspjeha s površinskim pristupom učenju. Pronađena je razlika u korištenju dubinskog pristupa učenju među studentima društvenih i humanističkih znanosti i studentima prirodnih i tehničkih znanosti, no razlika u korištenju površinskog pristupa nije pronađena, čime je druga hipoteza djelomično potvrđena. Treća je hipoteza također djelomično potvrđena te su pozitivni prediktori akademskog uspjeha dubinski pristup učenju i studiji društvenih i humanističkih znanosti, dok su negativni prediktori površinski pristup učenju i studiji prirodnih i tehničkih znanosti.
Abstract (english)
The aim of this study was to examine the relationship of conscientiousness, academic achievement and faculty type with learning approaches and to examine the possibility of predicting academic achievement trough faculty type, conscientiousness and learning approaches. A sample of N = 352 college students of different faculties of University J.J. Strossmayer in Osijek participated in study. The following instruments were used: Approaches and Study Skills Inventory for Students, Big Five Inventory and average grade point as a measure of academic achievement. Conscientiousness showed positive correlation with deep and strategic learning approach, and negative correlation with surface learning approach, and these results are accordant with hypothesis 1a. Results also confirmed hypothesis 1b and they are showing positive correlation of academic achievement deep and surface learning approach, and negative correlation of academic achievement and surface learning approach. Difference in using deep learning approach was found between students of social and humanistic faculties and science and technical faculties, but difference was not found in the use of surface learning approach, so second hypothesis was partly confirmed. Third hypothesis is also partly confirmed, positive predictors of academic achievement were deep learning approach, study of social and humanities while the negative predictors of academic achievement were surface learning approach and faculties of science and technical.
Keywords
Languagecroatian
URN:NBNurn:nbn:hr:142:402460
Study programmeTitle: Psychology (single major); specializations in: Teacher Training
Course: Teacher Training
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2015-12-21 12:28:24