Маја С. Зобеница, Универзитет у Новом Саду, Педагошки факултет у Сомбору, имејл: maja.zobenica@gmail.com
Љубица M. Опарница Универзитет у Новом Саду, Педагошки факултет у Сомбору
Иновације у настави, XXXI, 2018/1, стр. 90–102

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doi: 10.5937/inovacije1801090Z

Резиме: Саморегулација се налази међу кључним компетенцијама за целоживотно учење. Мотивација и стратегије управљања ресурсима су некогнитивне компоненте саморегулације, а циљ истраживања је испитати однос између ових компоненти током учења математике код студената Педагошког факултета у Сомбору. Узорак обухвата студенте смера Учитељ, Васпитач, Библиотекар и Дизајнер медија у образовању (N = 118). За потребе истраживања прилагођене су скале мотивације и стратегија управљања ресурсима из упитника MSLQ (Pintrich et al., 1993). Резултати истраживања показују да су мотивација и стратегије управљања ресурсима током учења математике у благој корелацији и да постоји значајна разлика у мотивацији студената у односу на смер студирања. Студенти смера Васпитач су мање мотивисани за учење математике од осталих смерова, имају мању интринзичну мотивацију, слабије вреднују математику, имају слабија уверења о контроли учења и нижу самоефикасност. Потребно је испитати да ли би имплементација математичких проблема за предшколски узраст на часовима математике на факултету допринела повећању мотивације код васпитача. Студенти са развијенијом саморегулацијом вероватно ће више улагати у квалитетније поучавање и професионални развој.

Кључне речи: мотивација, стратегије управљања ресурсима, саморегулација учења, математика.

Summary: Self-regulation is one of the key competences for the lifelong learning. Motivation and resource management strategies are the non-cognitive components of self-regulation. The aim of the paper was to examine the relationship between the two components in learning mathematics among the students of the Faculty of Education in Sombor. The research sample consisted of students of the following study programmes: primary school teachers, preschool teachers, librarians, and designers of the media in education (N = 118). For the purpose of this research, the motivation scale and the scale of the resource management strategies were adapted from the questionnaire MSLQ (Pintrich et.al., 1993). The research results show that there is a weak correlation between motivation and resource management strategies in learning mathematics and that there is a significant difference in students’ motivation relative to the academic study programmes. Future preschool teachers are less motivated to learn mathematics than students enrolled at other academic programmes. They exhibit a lower level of intrinsic motivation, value the subject of mathematics less than others, have weaker control of their beliefs about learning mathematics, and they are less successful in self-evaluation. It is necessary to examine whether the implementation of math problems used in practice, within each area covered in the university math classes, would contribute to the increased motivation among the future preschool teachers. Students with a well-developed self-regulation are likely to invest more in the quality of teaching and professional development.

Keywords: motivation, resource management strategies, self-regulation of learning,mathematics.

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