THE ROLE OF FORMAL EDUCATION IN SELF-REGULATED LEARNING STRATEGIES OF NURSING STUDENTS

Cilj ovog istraživanja bio je utvrditi dob i vremenski odmak od formalnog obrazovanja kod ispitanika koji se odlučuju za studij te razlike u strategijama učenja s obzirom na dob i vremenski odmak od formalnog obrazovanja. Ovaj rad napravljen je u obliku presječne studije. Ispitanici su studenti prve i druge godine studija sestrinstva Medicinskog fakulteta Osijek, dislociranog studija Čakovec. Ovo je istraživanje provedeno na prigodnom uzorku ispitanika (N = 100), od čega 82 (82%) žene i 18 (18%) muškaraca. Koristio se dio preuzetog i prevedenog upitnika Motivirajućih stategija učenja (MSLQ), koji se odnosi na strategije samoreguliranog učenja, u kombinaciji s prvim dijelom upitnika koji je samostalno kreiran. Prvi dio ima 16 pitanja samostalne izrade. Drugi dio ankete dio je preuzetog i prevedenog MSLQ upitnika i sastoji se od 22 tvrdnje. Nisu pronađene značajne statističke razlike u strategijama samoreguliranog učenja s obzirom na dob i vremenski odmak od formalnog obrazovanja, niti su pronađene statistički značajne razlike u strategijama učenja s obzirom na vremenski odmak od formalnog obrazovanja. Zaključak je da su ispitanici dobili dobre temelje tijekom formalnog obrazovanja, dobro razvili vještine samoreguliranog učenja te, bez obzira na dob i vremenski razmak od jedne akademske razine do sljedeće, vješto upravljaju strategijama samoreguliranog učenja i postižu dobre akademske rezultate.The aim of this cross-sectional study was to determine the age and the time-lag between formal and higher education of subjects who decided to enrol in higher education, and to determine the differences in learning strategies with regard to the age and the time-lag between formal and higher education. The study subjects were students of the first and second year of Nursing at the Faculty of Medicine in Osijek, of a dislocated programme in Čakovec. This study was conducted on a suitable sample of subjects (N = 100) of which 82% were women and 18% were men. One part of a downloaded and translated Motivating Strategies for Learning Questionnare (MSLQ) relating to self-regulated learning strategies was used, together with the first part of thequestionnaire which was independently created. The first part of the survey comprises of 16 independently created questions. The second part comprises of 22 statements that are a part of the downloaded and translated MSLQ questionnaire. Neither significant statistical differences in self-regulated learning strategies with regard to the age and time-lag between formal and higher education, nor statistically significant differences in learning strategies with regard to the time-lag between formal and higher education were found. The conclusion is that the subjects were provided with good foundations during their formal education, they have developed self-regulated learning skills regardless of their age and the time-lag between two academic levels, they are skillfully managing the self-regulated learning strategies, and achieving good academic results