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Efekt zachłyśnięcia się, nauka wydajności w szkole. Jaką Rolę odgrywają procesy emocjonalne i motywacyjne?
Streszczenie w języku polskim
Wprowadzenie: W ostatnich dziesięcioleciach zainteresowanie i uwagę badaczy zwrócił związek między motywacją a uczeniem się oraz inne zmienne charakteryzujące te procesy i wpływające na nie.
Cel badań: Celem zaproponowanego przeglądu literatury jest analiza roli motywacji w uczeniu się oraz przydatnych strategii zwiększania motywacji do nauki.
Stan wiedzy: Przedstawiony przegląd narracyjny opiera się na szczegółowej analizie danych zebranych z badań empirycznych na ten temat. Opisano i omówiono główne teorie dotyczące motywacji do uczenia się, takie jak teoria atrybucji i teoria społeczno-poznawcza, które koncentrują się na poczuciu własnej skuteczności, oczekiwaniu wyników i samoregulacji, skupiając się na oczekiwaniu sukcesu i wartości płynących z zadanie. Szczególną wagę poświęcono wykryciu motywacji do nauki w odniesieniu do efektu „zachłyśnięcia” jako ważnego konstruktu motywacyjnego w wynikach uczenia się, który jest powiązany ze zmiennymi osobowościowymi, inteligencją emocjonalną i sukcesami w nauce. Na zakończenie omówiono strategiczne wskaźniki poprawy sukcesu akademickiego.
Podsumowanie: Praca podkreśla znaczenie motywacji do nauki, która jest związana z osobowością, kontrolą emocjonalną i inteligencją emocjonalną, co pomaga jednostce w określeniu przydatnych strategii uczenia się, które z kolei mogą prowadzić do większych sukcesów w nauce.
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DOI: http://dx.doi.org/10.17951/lrp.2023.42.1.7-25
Data publikacji: 2023-04-28 18:21:04
Data złożenia artykułu: 2023-02-23 08:35:15
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Prawa autorskie (c) 2023 Carmela Mento, Maria Catena Silvestri, Dominique Zanghi, Floriana Bitto, Abed Hadipour Lakmehsari, Francesco Pira
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