Instrumentalnost zadatka i motivacioni činioci učenja studenata

Abstract

Kako obuka i usavršavanje na radnom mestu sve više dobijaju na značaju,tako se i motivacija za rad povezuje s motivacijom za učenje i postaje zavisna od istih činilaca. Shodno promenama na polju rada, javljaju se i promene u domenu obrazovanja kadra, prevashodno studenata. Pretpostavka je da uticaj kontrole ciljeva različitog nivoa bliskosti usmerava i same ciljeve i metode učenja studenata. Takođe se pretpostavlja da kontekst u kom se proces učenja odvija ima efekta na motivacione promenljive. Polazeći od teorijskih koncepata motivacije i njihovog povezivanja s pokazateljima efikasnosti u različitim situacijama učenja, dolazimo do zaključka da kontekst nameće odgovarajuće strategije učenja studenata i usmeravanja ciljeva s obzirom na preferirani tip instrumentalnosti. U istraživanju su korišćene modifikovane skale Simonsa, Dvajta i Lensa za tip instrumentalnosti, strategiju učenja i usmerenost ciljeva. Cilj nam je bio da proverimo da li je motivacija za učenje zavisna od specifičnosti okruženja u kom se ono odvija, što je i potvrđeno u našem istraživanju sprovedenom na studentima dva fakulteta. Ukoliko je tako kao što rezultati impliciraju onda bi ideja o postavljanju ciljeva učenja i obezbeđivanju odgovarajućeg konteksta u kome se ono odvija imala posledice i na efikasnost učenja i obrazovnog procesa uopšte.

As instruction and in-service training have been gaining on importance, motivation for work has come to be linked with motivation for learning and has become dependant upon the same type of factors. Alongside with the changes in the sphere of work, there have been the changes in the domain of cadre education, primarily students. It is assumed that the influence of the target control of different levels of similarity determines these same targets and the learning techniques of students. It is also assumed that the context in which learning takes place affects motivational variables. Starting with theoretical concepts of motivation and correlating them with the indicators of efficiency in various learning situations we came to a conclusion that a context demands adequate learning strategies and coordination of targets with regard to the preferred type of instrumentality. In the research we applied modified Simmons', Dwight's, and Lenz's scales for instrumentality types, learning strategies, and target directedness. Our aim was to examine whether motivation for learning depends upon the specificities of the context in which learning takes place, which was confirmed by our research conducted with students of two faculties. If it is as our results imply, then the idea of setting learning targets and the provision of adequate learning contexts would result in more efficient both learning and the teaching process in general.