Learning strategies during Covid-19 pandemic: How well do they predict school achievement and how they differ in classroom and remote-learning situation
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Considering the fact that the Covid-19 pandemic has called
for the urgent adaptation of the remote-learning environment
and hence the modification of learning habits, the aim of this
research was to examine which learning strategies the
secondary high-school student use during this transition and
how well these strategies predict school achievement. Four
subscales were adapted from the MSLQ questionnaire and
administrated to 135 students (82% of girls; Mage=16; SDage =
.64), as well as one open-ended question regarding the
difference between learning in the classroom and remote
learning situations. Results showed that only Elaboration was
a statistically significant predictor of school achievement,
while conducted qualitative analysis of the answers revealed
that students find the classroom environment to be more
stimulating and beneficial to their learning, suggesting that
the elaborative learning is a prerequisite when it comes to
school achievement ant the remote-lea...rning should be more
engaging.
Кључне речи:
learning strategies / elaboration / remote learning / school achievementИзвор:
Proceedings of the XXVIII Scientific Conference Empirical Studies in Psychology, 2022, 67-69Издавач:
- Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju 1. Izd Beograd: Filozofski fakultet, 2022 160 str.
Институција/група
Psihologija / PsychologyTY - CONF AU - Damnjanović, Milica AU - Mojović Zdravković, Kristina AU - Vranješević, Jelena PY - 2022 UR - http://reff.f.bg.ac.rs/handle/123456789/5725 AB - Considering the fact that the Covid-19 pandemic has called for the urgent adaptation of the remote-learning environment and hence the modification of learning habits, the aim of this research was to examine which learning strategies the secondary high-school student use during this transition and how well these strategies predict school achievement. Four subscales were adapted from the MSLQ questionnaire and administrated to 135 students (82% of girls; Mage=16; SDage = .64), as well as one open-ended question regarding the difference between learning in the classroom and remote learning situations. Results showed that only Elaboration was a statistically significant predictor of school achievement, while conducted qualitative analysis of the answers revealed that students find the classroom environment to be more stimulating and beneficial to their learning, suggesting that the elaborative learning is a prerequisite when it comes to school achievement ant the remote-learning should be more engaging. PB - Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju 1. Izd Beograd: Filozofski fakultet, 2022 160 str. C3 - Proceedings of the XXVIII Scientific Conference Empirical Studies in Psychology T1 - Learning strategies during Covid-19 pandemic: How well do they predict school achievement and how they differ in classroom and remote-learning situation EP - 69 SP - 67 UR - https://hdl.handle.net/21.15107/rcub_reff_5725 ER -
@conference{ author = "Damnjanović, Milica and Mojović Zdravković, Kristina and Vranješević, Jelena", year = "2022", abstract = "Considering the fact that the Covid-19 pandemic has called for the urgent adaptation of the remote-learning environment and hence the modification of learning habits, the aim of this research was to examine which learning strategies the secondary high-school student use during this transition and how well these strategies predict school achievement. Four subscales were adapted from the MSLQ questionnaire and administrated to 135 students (82% of girls; Mage=16; SDage = .64), as well as one open-ended question regarding the difference between learning in the classroom and remote learning situations. Results showed that only Elaboration was a statistically significant predictor of school achievement, while conducted qualitative analysis of the answers revealed that students find the classroom environment to be more stimulating and beneficial to their learning, suggesting that the elaborative learning is a prerequisite when it comes to school achievement ant the remote-learning should be more engaging.", publisher = "Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju 1. Izd Beograd: Filozofski fakultet, 2022 160 str.", journal = "Proceedings of the XXVIII Scientific Conference Empirical Studies in Psychology", title = "Learning strategies during Covid-19 pandemic: How well do they predict school achievement and how they differ in classroom and remote-learning situation", pages = "69-67", url = "https://hdl.handle.net/21.15107/rcub_reff_5725" }
Damnjanović, M., Mojović Zdravković, K.,& Vranješević, J.. (2022). Learning strategies during Covid-19 pandemic: How well do they predict school achievement and how they differ in classroom and remote-learning situation. in Proceedings of the XXVIII Scientific Conference Empirical Studies in Psychology Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju 1. Izd Beograd: Filozofski fakultet, 2022 160 str.., 67-69. https://hdl.handle.net/21.15107/rcub_reff_5725
Damnjanović M, Mojović Zdravković K, Vranješević J. Learning strategies during Covid-19 pandemic: How well do they predict school achievement and how they differ in classroom and remote-learning situation. in Proceedings of the XXVIII Scientific Conference Empirical Studies in Psychology. 2022;:67-69. https://hdl.handle.net/21.15107/rcub_reff_5725 .
Damnjanović, Milica, Mojović Zdravković, Kristina, Vranješević, Jelena, "Learning strategies during Covid-19 pandemic: How well do they predict school achievement and how they differ in classroom and remote-learning situation" in Proceedings of the XXVIII Scientific Conference Empirical Studies in Psychology (2022):67-69, https://hdl.handle.net/21.15107/rcub_reff_5725 .