How do learning goals and strategies influence students’ academic success
This paper presents findings of the research focused on determining whether learning goals and strategies influence differences in academic success. The sample consisted of 364 students of the University of Belgrade. Five categories of learning goals (knowledge orientation, extrinsic goals, self...
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| Format: | Article |
| Language: | srp |
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Institute for Educational Research, Belgrade
2010-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
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| Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2010/0579-64311002217M.pdf |
| _version_ | 1818986013733683200 |
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| author | Mirkov Snežana |
| author_facet | Mirkov Snežana |
| author_sort | Mirkov Snežana |
| collection | DOAJ |
| description | This paper presents findings of the research focused on determining whether learning goals and strategies influence differences in academic success. The sample consisted of 364 students of the University of Belgrade. Five categories of learning goals (knowledge orientation, extrinsic goals, self-confirmation orientation, lack of orientation and meta-learning) and four categories of learning strategies (understanding strategies, reproduction strategies, achievement-oriented strategies and lack of strategies) were included. Data were analyzed with respect to respondent’s gender and field of study. According to the obtained results, there are differences in average exam grades with respect to knowledge and self-confirmation orientation, meta-learning, understanding strategies and achievement-oriented strategies. Relations of certain categories of learning goals and strategies with the length of studying are under gender influence. Students of social sciences are more oriented towards extrinsic goals compared to students of humanities and sciences. Students of social sciences and humanities apply reproduction strategies to a greater extent compared to students of sciences. The field of study does not influence differences in academic success with respect to learning goals and strategies. There is emphasis on the need for acquiring a deeper insight into perspectives of students themselves and for further research on the possibility of development of teaching, with the aim of improvement of learning process and achievement of more quality outcomes. |
| first_indexed | 2024-12-20T18:44:03Z |
| format | Article |
| id | doaj.art-7e013ce9040e4297a304a944aca35af7 |
| institution | Directory Open Access Journal |
| issn | 0579-6431 1820-9270 |
| language | srp |
| last_indexed | 2024-12-20T18:44:03Z |
| publishDate | 2010-01-01 |
| publisher | Institute for Educational Research, Belgrade |
| record_format | Article |
| series | Zbornik Instituta za pedagoška istraživanja |
| spelling | doaj.art-7e013ce9040e4297a304a944aca35af72022-12-21T19:29:45ZsrpInstitute for Educational Research, BelgradeZbornik Instituta za pedagoška istraživanja0579-64311820-92702010-01-0142221723110.2298/ZIPI1002217MHow do learning goals and strategies influence students’ academic successMirkov SnežanaThis paper presents findings of the research focused on determining whether learning goals and strategies influence differences in academic success. The sample consisted of 364 students of the University of Belgrade. Five categories of learning goals (knowledge orientation, extrinsic goals, self-confirmation orientation, lack of orientation and meta-learning) and four categories of learning strategies (understanding strategies, reproduction strategies, achievement-oriented strategies and lack of strategies) were included. Data were analyzed with respect to respondent’s gender and field of study. According to the obtained results, there are differences in average exam grades with respect to knowledge and self-confirmation orientation, meta-learning, understanding strategies and achievement-oriented strategies. Relations of certain categories of learning goals and strategies with the length of studying are under gender influence. Students of social sciences are more oriented towards extrinsic goals compared to students of humanities and sciences. Students of social sciences and humanities apply reproduction strategies to a greater extent compared to students of sciences. The field of study does not influence differences in academic success with respect to learning goals and strategies. There is emphasis on the need for acquiring a deeper insight into perspectives of students themselves and for further research on the possibility of development of teaching, with the aim of improvement of learning process and achievement of more quality outcomes.http://www.doiserbia.nb.rs/img/doi/0579-6431/2010/0579-64311002217M.pdfacademic successlearning goalslearning strategiesgenderfield of study |
| spellingShingle | Mirkov Snežana How do learning goals and strategies influence students’ academic success Zbornik Instituta za pedagoška istraživanja academic success learning goals learning strategies gender field of study |
| title | How do learning goals and strategies influence students’ academic success |
| title_full | How do learning goals and strategies influence students’ academic success |
| title_fullStr | How do learning goals and strategies influence students’ academic success |
| title_full_unstemmed | How do learning goals and strategies influence students’ academic success |
| title_short | How do learning goals and strategies influence students’ academic success |
| title_sort | how do learning goals and strategies influence students academic success |
| topic | academic success learning goals learning strategies gender field of study |
| url | http://www.doiserbia.nb.rs/img/doi/0579-6431/2010/0579-64311002217M.pdf |
| work_keys_str_mv | AT mirkovsnezana howdolearninggoalsandstrategiesinfluencestudentsacademicsuccess |