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...
| Permalink: | http://skupnikatalog.nsk.hr/Record/ffzg.KOHA-OAI-FFZG:306925/Details |
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| 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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|---|---|---|---|
| 008 | 131105s2006 xx eng|d | ||
| 022 | |a 1330-6812 | ||
| 035 | |a (CROSBI)298069 | ||
| 040 | |a HR-ZaFF |b hrv |c HR-ZaFF |e ppiak | ||
| 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 | ||
| 690 | |a 5.07 | ||
| 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 | |
| 942 | |c CLA |t 1.01 |u 1 |z Znanstveni - clanak | ||
| 999 | |c 306925 |d 306923 | ||