KOMPONENTE POSTAVLJANJA CILJEVA: STUDIJA O SRPSKIM UČENICIMA ENGLESKOG KAO STRANOG

Бочна страна чланка

PDF (English)
Објављено: Dec 3, 2018
DOI: https://doi.org/10.19090/mv.2018.9.235-248

Главни садржај чланка

Aleksandar M. Živanović
Univerzitet u Novom Sadu Filozofski fakultet Jezik i književnost
Mirjana D. Subotin
Univerzitet u Novom Sadu Filozofski fakultet Engleski jezik i književnost

Сажетак

Teorija o postavljanju ciljeva nastala je pre skoro tri decenije (Locke & Latham 1990). Međutim, postavljanje ciljeva kod srpskih studenata koji uče engleski kao strani jezik još uvek nije istraživano. Cilj ovog rada jeste da okarakteriše čin postavljanja ciljeva kod srpskih učenika i poredi ove rezultate sa rezultatima drugih učenika engleskog. Analiza upitnika zasnovanog na onom koji je predstavljen u Gaumer Erikson, Sokup, Nunan i Makgern (Gaumer Erickson, Soukup, Noonan & McGurn 2015), a koji je popunilo 100 studenata, navodi na zaključak da studenti nivoa B1 poseduju bolje vrednosti komponenata postavljanja ciljeva nego studenti nivoa B2. Korelacije između komponenata daju veliki broj statistički značajnih rezultata. Teorija o postavljanju ciljeva podrazumeva da će studenti koji su uspešniji u postavljanju ciljeva postići bolje rezultate. Ipak, naši rezultati ne potvrđuju ovu pretpostavku pošto uspeh u učenju ne korelira ni sa jednom od komponenata postavljanja ciljeva.

Downloads

Download data is not yet available.

Детаљи чланка

Како цитирати
Živanović, A. M., & Subotin, M. D. (2018). KOMPONENTE POSTAVLJANJA CILJEVA: STUDIJA O SRPSKIM UČENICIMA ENGLESKOG KAO STRANOG. Методички видици, 9(9), 235–248. https://doi.org/10.19090/mv.2018.9.235-248
Bрој часописа
Год. 9 Бр. 9 (2018)
Секција
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА

Референце

Bandura, A. (1986). “The Explanatory and Predictive Scope of Self-efficacy Theory”. Journal of Social and Clinical Psychology, 4(3): 359-373.
Beehr, T. A., & Love, K. G. (1983). “A Meta-model of the Effects of Goal Characteristics, Feedback, and Role Characteristics in Human Organizations”. Human Relations, 36(2): 151-166.
Benson, P. (2006). Learner Autonomy 8: Insider Perspectives on Autonomy in Language Teaching and Learning. Dublin: Authentik.
Boudreaux, M. J., & Ozer, D. J. (2013). “Goal Conflict, Goal Striving, and Psychological Well-being”. Motivation and Emotion, 37(3): 433-443.
Emmons, R. A., King, L. A., & Sheldon, K. (1993). Goal Conflict and the Self-regulation of Action. In D. M. Wegner & J. W. Pennebaker (Eds.), Century Psychology Series. Handbook of Mental Control: 528-551.
Gaumer Erickson, A.S., Soukup, J.H., Noonan, P.M., & McGurn, L. (2015). Goal Setting Questionnaire. Lawrence, KS: University of Kansas, Center for Research on Learning.
Hashemi, M. R., & Ghanizadeh, A. (2011). “Emotional Intelligence and Self-efficacy: A Case of Iranian EFL University Students”. International Journal of Linguistics, 3(1): 1-16.
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Press.
Kingdon, D., Maguire N., Stalmeisters D., & Townend, M. (2017). CBT Values and Ethics. London: SAGE Publications Ltd.
Klein, H. J., Whitener, E. M., & Ilgen, D. R. (1990). “The Role of Goal Specificity in the Goal-setting Process”. Motivation and Emotion, 14(3): 179-193.
Little, D. (2006). “Learner autonomy: Drawing together the threads of self-assessment, goal setting and reflection”. Accessed 25/06/2018. URL: https://archive.ecml.at/mtp2/ELP_TT/ELP_TT_CDROM/DM_layout/00_10/06/06%20Supplementary%20text.pdf.
Liu, H. J. (2012). “Understanding EFL Undergraduate Anxiety in Relation to Motivation, Autonomy, and Language Proficiency”. Electronic Journal of Foreign Language Teaching, 9(1): 123-139.
Locke, E. A., & Latham, G. P. (1990). A Theory of Goal Setting & Task Performance. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.
Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). “Goal Setting and Task Performance: 1969–1980”. Psychological Bulletin, 90(1): 125-152.
Nematipour, M. (2012). “A Study of Iranian EFL learners’ Autonomy Level and Its Relationship with Learning Style”. English Linguistics Research, 1(1): 126-136.
Salancik, G. (1977). “Commitment and the Control of Organizational Behavior and Belief”, in New Directions in Organizational Behavior, ed. B. M. Staw & G. R. Salancik (Chicago: St. Clair Press): 1-54.
Salem, N. M. (2006). The Role of Motivation, Gender, and Language Learning Strategies in EFL Proficiency. Doctoral dissertation. American University of Beirut, Department of Education.
Schunk, D. H. (1991). “Self-efficacy and Academic Motivation”. Educational Psychologist, 26, 207-231.
Tubbs, M. E., & Ekeberg, S. E. (1991). “The Role of Intentions in Work Motivation: Implications for Goal-setting Theory and Research”. Academy of Management Review, 16(1): 180-199.
Vollmeyer, R., Burns, B. D., & Holyoak, K. J. (1996). “The Impact of Goal Specificity on Strategy Use and the Acquisition of Problem Structure”. Cognitive Science, 20(1): 75-100.