Relationship between some student characteristics and achievement goals in learning physics

Cilj ovog istraživanja bio je ispitati odnos nekih karakteristika učenika srednjih škola (osjetljivosti na potkrepljenje, zavisnog samopoštovanja, samoefikasnosti i subjektivne vrijednosti) i ciljeva postignuća u kontekstu učenja fizike, a kao teorijski okvir korišten je prošireni 2x2 model ciljeva postignuća (Elliot i McGregor, 2001). U istraživanju je sudjelovalo 411 učenika drugih, trećih i četvrtih razreda srednje škole. Primijenjene su sljedeće skale: Skala ciljeva postignuća, RST –PQ (skala osjetljivosti na potkrepljenje), Skala zavisnog samopoštovanja, Skala samoefikasnosti i Skala vrijednosti. Značajnim prediktorima a) cilja ovladavanja putem uključivanja pokazali su se sustav bihevioralne aktivacije, zavisnost samopoštovanja o akademskoj kompetentnosti, samoefikasnost i subjektivna vrijednost, b) cilja ovladavanja putem izbjegavanja sustav bihevioralne inhibicije, zavisnost samopoštovanja o akademskoj kompetentnosti i subjektivna vrijednost, c) cilja izvedbe putem ovladavanja sustav bihevioralne aktivacije, zavisnost samopoštovanja o kompeticiji i akademskoj kompetentnosti te subjektivna vrijednost, d) cilja izvedbe putem izbjegavanja sustav bihevioralne inhibicije, sustav bihevioralne aktivacije, sustav borba – bijeg – zamrzavanje i zavisnost samopoštovanja o kompeticiji, a e) cilja izbjegavanja rada samoefikasnost, subjektivna vrijednost i zavisnost samopoštovanja o akademskoj kompetentnosti i kompeticiji.The aim of this study was to examine the relationship between some student characteristics (reinforcement sensitivity, conctingencies of self-worth, self-efficacy and task value) and achievement goals in context of learning physics. Expanded 2x2 achievement goal developed by Elliot and McGregor (2001) framework was used as theoretical framework. Participants were 411 second-year, third-year and fourth-year highschool students. Instruments assessing achievement goals, reinforcement sensitivity (RST –PQ), contingencies of self-worth and task value were used in this study. BAS, academic competencies, self-efficacy and task value were identified as significant predictors of mastery-approach goals, BIS, academic competencies and task value were identified as significant predictors of mastery-avoidance goals, BAS, competition, academic competencies and task value were identified as significant predictors of performance-approach goals, BAS, BIS, FFFS and competition were identified as significant predictors of performance-avoidance goals and academic competencies, self-efficacy, task value and competition were identified as significant predictors of work avoidance