Personality, motives and learning environment as foundation of self-determined learning motivation

This study interrogates the question how personality, motives for studying and the perceived learning environment explain self-determined learning motivation in higher education. Previous research has predominantly focused on the interrelation between learning environment and self-determined motivat...

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Permalink: http://skupnikatalog.nsk.hr/Record/ffzg.KOHA-OAI-FFZG:306925/Details
Matična publikacija: Review of Psychology
13 (2006), 2 ; str. 73-84
Glavni autori: Müller, Florian H. (-), Palekčić, Marko (Author), Beck, Matthias Wanninger, Sebastian
Vrsta građe: Članak
Jezik: eng
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100 1 |a Müller, Florian H. 
245 1 0 |a Personality, motives and learning environment as foundation of self-determined learning motivation /  |c Müller, Florian H. ; Palekčić, Marko ; Beck, Matthias ; Wanninger, Sebastian. 
246 3 |i Naslov na engleskom:  |a Personality, motives and learning environment as foundation of self-determined learning motivation 
300 |a 73-84  |f str. 
363 |a 13  |b 2  |i 2006 
500 |a Rad je nastao u okviru realizacije dva međunarodna projekta: Bedingungen tertiärer Bildungsprozesse im gesellschaftlichen Transformationsprozess. Eine kulturvergleichende Studie (laufend seit 2003). Florian Müller in Kooperation mit Prof. Dr. Johann Louw, Department of Psychology, University of Cape Town / Prof. Dr. Marko Palekcic, Universität Zagreb, Kroatien und Dr. Xiao Feng, Tongji Universität Shanghai, Universität für Wissenschaft und Technologie Harbin und Hunan (China) ; Florian Müller und Marko Palekčić : Studium und Interesse (Längsschnittstudie, laufend seit 2000) 
520 |a This study interrogates the question how personality, motives for studying and the perceived learning environment explain self-determined learning motivation in higher education. Previous research has predominantly focused on the interrelation between learning environment and self-determined motivation or on the outcomes of self-determined learning motivation. Whereas the question whether relatively stable personality dispositions preform self-determined learning motivation has been largely neglected. As a theoretical foundation of this study serve the differential psychology model, "the Big Five” model (Goldberg, 1999), as well as Deci and Ryan’ s (2002a) self-determination theory. In regression analyses, we examined the data of 724 students: their personality traits (Big Five), their study motives and their evaluation of the teaching-learning environment, focusing on how these aspects can predict forms of more or less self-determined learning motivation (cf. Deci & Ryan, 2002a). The results of the hierarchical regression analysis show that the personality dimensions conscientiousness, neuroticism and openness explain a large part of the variance of learning motivation and that the additional clarification of motives to study and the learning environments is significant. 
546 |a ENG 
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693 |a motivation, higher education, learning environment, personality, motives to study  |l hrv  |2 crosbi 
693 |a motivation, higher education, learning environment, personality, motives to study  |l eng  |2 crosbi 
700 1 |a Palekčić, Marko  |4 aut 
700 1 |a Beck, Matthias  |4 aut  |a Wanninger, Sebastian 
773 0 |t Review of Psychology  |x 1330-6812  |g 13 (2006), 2 ; str. 73-84 
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