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Aутор/Author: Рефик И. Трумић

DOI: 10.46793/Zbradova21.109T

УДК: 159.947.5.072-057.874


Апстракт: У овом раду аутор има циљ да презентује допринос одго­вору на питање како укључити ученике у наставу, односно, које су детер­минанте њиховог укључивања. Одговоре на ова питања је тражио експери­менталним путем. Експеримент је рађен по постојећем наставном плану и програму у БиХ. Рађено је 20 часова, и то десет у Математици, а десет у оквиру предмета Моја околина. Постигнути су значајни резултати од којих су ови у порасту: (1) очекивања успјеха, (2) изазов и (3) савладавање циљне оријентације ученика. Резултати у паду су: (1) амотивација и (2) активности ученика тијеком наставе. Зашто су смањене активности тијеком наставе у увјетима када је наставник покушавао навести ученике на то да самостално раде, остаје да се одговори у неком наредном истраживању.

Кључне ријечи: ангажираност ученика, самоефикасност, циљна оријентација, академска мотивација, интерперсонални односи.



Summary: In this paper, the author aims to contribute the answer to the question of how to include pupils in the classroom teaching process, that is, what are the determinants of their inclusion. The answers to these questions were gained in experimental ways. The experiment was made according to the existing curriculum in Bosnia and Herzegovina. The work was done in 20 hours time, ten in Mathematics, and ten in the subject of My Environment. Significant results have been obtained, these of which are in the rise: (1) expectations of success, (2) challenge and (3) mastering the target orientation of students. Reduced results are: (1) amotivation and (2) student activities during classes. The question of why the activities conducted during classes in the conditions in which the teacher was trying to get students to work independently are lessened, remains to be answered in some future research.

Keywords: student engagement, self-efficacy, target orientation, academic motivation, interpersonal relationships.



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