20.500.12556/RUL-184088 Samoregulacijsko učenje in samoučinkovitost pri učencih 6.–9. razreda redne osnovne šole s primanjkljaji na posameznih področjih učenja in brez njih magistrsko delo Self-regulated learning and self-efficacy in students from 6th to 9th Grade of mainstream primary school with and without specific learning difficulties Samoregulacijsko učenje, ki vključuje motivacijske, kognitivne, metakognitivne in vedenjske vidike učenja, se uveljavlja kot ključni pristop k trajnemu in učinkovitemu učenju. Pomembno vlogo pri njegovem razvoju ima samoučinkovitost, opredeljena kot posameznikovo prepričanje o lastnih zmožnostih za dosego želenih rezultatov. Posebej ranljiva skupina so mladostniki s primanjkljaji na posameznih področjih učenja (v nadaljevanju PPPU), pri katerih je razvijanje samoregulacijskega učenja pogosto oteženo zaradi specifičnih učnih primanjkljajev pri posameznih kognitivnih procesih. Osrednji cilj magistrskega dela je bil preučiti izraženost samoregulacijskega učenja in samoučinkovitosti pri učencih s PPPU od 6. do 9. razreda redne osnovne šole ter njihovih vrstnikih brez PPPU. Cilj raziskave je bil tudi ugotoviti, kakšno vlogo imajo pri izraženosti samoregulacije in zaznane samoučinkovitosti spol, razred in učni uspeh. Poseben poudarek je bil namenjen preučevanju povezave med samoregulacijskim učenjem in zaznano samoučinkovitostjo ter analizi razlik med učenci s PPPU in učenci brez PPPU na obeh področjih. Podatki so bili pridobljeni z Vprašalnikom motivacije in učnih strategij, ki vključuje motivacijske, kognitivne, metakognitivne in vedenjske strategije samoregulacijskega učenja ter lestvico zaznane samoučinkovitosti. Uporabili smo deskriptivno in kavzalno-neeksperimentalno metodo raziskovanja ter kvantitativni raziskovalni pristop. Raziskovali smo na vzorcu učencev od 6. do 9. razreda (N = 97) ter podvzorcu (N = 44) ekvivalentnih parov glede na spol in razred. Vsak par je sestavljal učenec s PPPU in njegov sošolec brez PPPU. Rezultati raziskave kažejo, da je samoregulacijsko učenje pri učencih od 6. do 9. razreda v povprečju zmerno do razmeroma visoko izraženo, pri čemer so najbolj prisotne osnovne kognitivne strategije, zlasti ponavljanje, medtem ko so poglobljene učne strategije, metakognitivne strategije in strategije upravljanja učnih virov zmerno izražene. Motivacija in zaznana samoučinkovitost sta razmeroma visoki, pri čemer prevladuje zunanja motivacija. Glede na spol so se razlike pokazale pri kognitivnih strategijah, kjer so dekleta poročala o pogostejši uporabi strategij ponavljanja, elaboracije in organizacije, medtem ko pri ostalih komponentah razlik nismo ugotovili. Glede na razred se kažejo razlike predvsem pri metakognitivnih strategijah, upravljanju učnih virov in regulaciji truda ter motivacijskih vidikih, pri čemer mlajši učenci v povprečju poročajo o višji izraženosti teh komponent. Učni uspeh se pomembno povezuje predvsem z zaznano samoučinkovitostjo ter z izbranimi motivacijskimi in vedenjskimi vidiki samoregulacijskega učenja. Prav tako smo ugotovili, da učenci z višjo samoučinkovitostjo uporabljajo poglobljene učne strategije in so bolj motivirani. Primerjava učencev s PPPU in brez PPPU ni pokazala statistično značilnih razlik ne v izraženosti samoregulacijskega učenja ne v zaznani samoučinkovitosti. Self-regulated learning, which includes the motivational, cognitive, metacognitive and behavioral aspects of learning, is emerging as the key approach to continued and efficient learning. Self-efficacy is a person’s belief in their ability to achieve a certain goal and plays an important role in the development of self-regulated learning. Particularly vulnerable are adolescents with specific learning difficulties (hereinafter SLDs) for whom the development of self-regulated learning is often challenging due to specific deficits in one or more domains of cognitive processing. The main goal of this thesis is to study how self-regulated learning and self-efficacy are demonstrated in students with SLDs from 6th to 9th grade of mainstream primary school and in their peers without SLDs. Furthermore, the research aimed to determine the role of gender, grade and academic achievements in demonstrated self-regulated learning and perceived self-efficacy. It highlighted the connection between self-regulated learning and perceived self-efficacy, while also examining the differences between students with and without SLDs in both domains. Data were obtained through the Motivated Strategies for Learning Questionnaire, which includes motivational, cognitive, metacognitive and behavioral strategies for self-regulated learning, as well as a self-efficacy scale. We combined descriptive and causal-non-experimental methods within a quantitative approach. The research was conducted on a sample of students from 6th to 9th grade (N = 97). Furthermore, we designed a subsample (N = 44) of equivalent pairs based on gender and grade. Each pair consisted of a student with SLDs and their peer without SLDs. The results revealed that students from 6th to 9th grade generally demonstrate moderate to relatively high levels of self-regulated learning. Basic cognitive strategies, especially repetition, are more common than deep learning strategies, metacognitive strategies and resource strategies, all of which are demonstrated on a moderate level. Motivation and perceived self-efficacy are relatively high, with external motivation being the dominant one. Gender-based disparities were observed only in cognitive strategies, showing that girls more regularly employed strategies of repetition, elaboration and organization; gender did not affect any other aspects. Grade-related differences were noted in metacognitive strategies, resource management, effort regulation and motivation – younger students demonstrated a higher level of these components. Moreover, academic achievements were significantly linked to perceived self-efficacy and the chosen motivational and behavioral aspects of self-regulated learning. Students with higher self-efficacy used deep learning strategies and were more motivated. Lastly, the comparison of students with and without SLDs did not show any statistically significant differences, neither in self-regulated learning nor in perceived self-efficacy. mladostniki s posebnimi potrebami učne težave samoregulacijsko učenje samoučinkovitost mladostniki primanjkljaji na posameznih področjih učenja redna osnovna šola self-regulated learning self-efficacy adolescents specific learning difficulties mainstream primary school true false false H. Šaćirović-Baljinac Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-06-26 08:30:43 2026-06-26 08:30:53 2026-06-29 13:26:14 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 100 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376(043.2) 205431 282965251 51978.pdf 51978.pdf 1 73ED30AE432EF56F6DFD0873BE3708E0 8c4054d492fbf2f938c71d646e1a54bc68ad6a10792da06c1aa1b123c1174063 7e6e0a2b-7128-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=236553 Pedagoška fakulteta 0 0 0