Наташа З. Лалић-Вучетић, Институт за педагошка истраживања, Београд, Србија, имејл: nlalic@ipi.ac.rs
Снежана И. Мирков, Институт за педагошка истраживања, Београд, Србија

Иновације у настави, XXXVI, 2023/3, стр. 1–19

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DOI: 10.5937/inovacije2303001L

Резиме: Мотивација ученика је једна од афективних компоненти која има кључну улогу у изучавању науке. Истраживања указују да у развијеним земљама опада интересовање ученика за науку и технологију. У овом раду проучавани су односи између интринзичне мотивације, селфконцепта и постигнућа ученика четвртог разреда основне школе у математици и природним наукама. Приказани су резултати секундарних анализа података који су добијени у Србији путем упитника за ученике и тестова знања у последња два циклуса истраживања ТИМСС 2015 и 2019. Упитник садржи две скале у којима су операционализоване мотивационе варијабле: став ученика према математици/природним наукама и математичко/научно самопоуздање. Став ученика представља индикатор интринзичне мотивације, а самопоуздање је показатељ селфконцепта. Резултати показују да ученици изражавају високу мотивисаност за учење математике и природних наука и висок ниво селфконцепта. Виши ниво селфконцепта праћен је вишим нивоом мотивације за учење математике и природних наука. Индивидуалне карактеристике ученика више утичу на постигнуће у односу на утицај школе и наставника. Ученици који изражавају позитивнији став према математици и природним наукама и виши ниво селфконцепта у овим областима остварују више постигнуће. Посебно је значајан утицај математичког селфконцепта на постигнуће. Добијени резултати у складу су са налазима ранијих истраживања који указују на комплексне и контроверзне односе између интринзичне мотивације, селфконцепта и математичког постигнућа, као и да други конструкти, међу којима је селфконцепт, могу посредовати у везама мотивације са постигнућем. Указује се на могућности за подстицање мотивације за учење код ученика. Ако се ученици кроз процес наставе оспособљавају да сами организују своје активности, то ће допринети њиховом доживљају аутономије и развоју уверења о сопственој компетенцији, што позитивно утиче на мотивацију за учење.

Кључне речи: истраживање ТИМСС, мотивација за учење, селфконцепт, математика, природне науке

Summary: Student motivation is one of the affective components that plays a key role in learning science. Research shows that in developed countries there is a trend of declining students’ interest in science and technology. In this paper, the relationships between intrinsic motivation, self-concept, and the achievement of the fourth-grade elementary school students in mathematics and sciences were investigated. The authors also present the results of the secondary data analyses obtained in Serbia by means of student questionnaires and knowledge tests in the last two cycles of the TIMSS research in 2015 and 2019. The questionnaire contains two scales in which motivational variables are operationalized: students’ attitudes towards mathematics/sciences and mathematical/ scientific self-confidence. Students’ attitude is an indicator of an intrinsic motivation, and self-confidence is an indicator of self-concept. The results show that students express a high motivation for learning mathematics and sciences and a high level of self-concept. A higher level of self-concept is accompanied by a higher level of motivation for learning mathematics and sciences. Individual characteristics of students have a greater influence on achievement than the influence of schools and teachers. Students who express a more positive attitude towards mathematics and science and a higher level of self-concept in these areas also have a higher level of achievement. The influence of mathematical self-concept on achievement is particularly significant. The obtained results are in accordance with the findings of the earlier research that indicate complex and controversial relationships between intrinsic motivation, self-concept, and mathematical achievement, as well as that other constructs, including self-concept, can mediate the links between motivation and achievement. The authors point out the possibilities of encouraging students’ motivation for learning. If students are trained in the teaching process to organize their own activities, this will contribute to their experience of autonomy and the development of confidence in their own competence, which positively impacts their motivation for learning.

Keywords: TIMSS research, learning motivation, self-concept, mathematics, sciences

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