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- W1806704127 abstract "Ovo je istraživanje, kao dio sireg ispitivanja razvoja profesionalne uloge buducih ucitelja, imalo za cilj ispitati ulogu akademskog samopoimanja, temeljnih psiholoskih potreba, motivacije za poucavanje i samoefikasnosti za ucenje kao potencijalnih odrednica intrinzicne motivacije za ucenje kod studenata prve godine uciteljskih studija. Rezultati pokazuju da je intrinzicna motivacija za ucenje buducih ucitelja znacajno povezana s akademskim i verbalnim samopoimanjem, samopoimanjem vezanim uz rjesavanje problema, samoefikasnoscu za ucenjem, potrebama za autonomijom i povezanoscu s drugima, te s intrinzicnom i identifikacijskom motivacijom za poucavanje. Prema regresijskoj su se analizi znacajnim prediktorima intrinzicne motivacije za ucenje pokazali akademsko samopoimanje, samoefikasnost za ucenje te povezanost s drugima. Studenti kojima je uciteljski studij bio prvi izbor su u vecoj mjeri intrinzicno motivirani za ucenje i poucavanje u odnosu na one kojima taj studij nije prvi izbor. U zakljucku, ovo je istraživanje pokazalo niz teorijski smislenih veza između razlicitih komponenata samopoimanja i motivacije buducih ucitelja koje mogu djelovati na njihov akademski uspjeh i na uspjesnost u buducem zanimanju. (IN ENGLISH: The research reported here is a part of the larger study on professional role development of student teachers during their pre-service education. The aim of the study was to explore the role of academic self-concept, basic psychological needs, motivation for teaching and self-efficacy for learning and performance as potential determinants of intrinsic motivation for learning in first-year student teachers. Results indicate that intrinsic motivation for learning significantly correlates with academic, verbal and problem-solving self-concept, self-efficacy for learning and performance, with needs for autonomy and relatedness and with identified and intrinsic motivation to teach. Regression analysis reveals that intrinsic motivation for learning was significantly predicted by academic self-concept, self-efficacy for learning and basic need for relatedness. Students who enrolled teacher studies as their first choice reported higher intrinsic motivation for learning and teaching compared to their peers who selected teaching as their second-choice career. In sum, our study reveals conceptually meaningful relations between various components of self-concept and motivation in student teachers that could influence both their academic success and future performance in teacher profession.)" @default.
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- W1806704127 date "2010-06-30" @default.
- W1806704127 modified "2023-09-25" @default.
- W1806704127 title "Neki prediktori motivacije za učenje u budućih učitelja i učiteljica" @default.
- W1806704127 hasPublicationYear "2010" @default.
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