Palyginus mūsų tiriamųjų paauglių nuo 10 iki 19 metų amžiaus sveikatos kontrolės lokuso skalių duomenis su K. Wallstono (1978), E. Žutautienės (2003), A. Petrulytės ir K. Vetrovaitės (2004) atliktais panašiais tyrimais, stebime tendenciją, kad kuo besimokantieji yra vyresnio amžiaus, tuo labiau išreikštas vidinės kontrolės lokusas. Kituose tyrimuose nenustatyta koreliacija tarp paauglių kūrybiškumo ir akademinio pažangumo. O mūsų tyrimai atskleidė, kad 10 - 19 metų paauglių vidutinis akademinis pažangumas yra susijęs su kūrybinio mąstymo originalumo parametru; taip pat ir vidutinis akademinis pažangumas turi teigiamų sąsajų kūrybiniu mąstymu. Pagal A. Petrulytės, D. Beresnevičienės ir K. Samašonok (2004) ankstesnius tyrimo rezultatus tarp mokinių kūrybiškumo ir mokymosi sėkmės reikšminga koreliacija nebuvo rasta. A. Petrulytė (2008) nubrėžė tyrimų perspektyvą ateityje, kad būtų tikslinga patyrinėti besimokančiųjų sveikatos kontrolės lokuso ir kūrybiškumo subskalių koreliacijas su vidine darna, sveikata, bei palyginti rezultatus su vyresnio amžiaus tiriamųjų (suaugusiųjų) rezultatais. Mūsų tyrimas praplėtė šį teiginį tuo, kad darbe buvo nustatyta kad tarp 10-19 metų paauglių (N=322) lietuvių kalbos bei menų mokymasis turi teigiamų sąsajų su vidinės sveikatos kontrolės (HLC) faktoriumi. Gauti tyrimo duomenys susišaukia su A. Petrulytės (2008) tyrimais tuo jog patvirtina faktą kad tarp kūrybiškumo ir sveikatos kontrolės lokuso bei mokymosi sėkmės yra tam tikras ryšys. Mūsų 1... [toliau žr. visą tekstą] / Object of the research: self-view, creative thinking and learning success of younger and older adolescents (aged 10-19). Aim of the research: to analyze self-view (evaluation of self-creativity, apprehension of health), creative thinking and learning success of younger and older adolescents (aged 10-19). Hypotheses of the research: 1. Indicators of creative thinking likely differ according to adolescents’ age and sex quantitative and detailed assessment is higher in the groups of girls and older adolescents. 2. Indicators of older adolescents’ health, mood and activity are probably higher and their inner control is more expressed than younger adolescents’. 3. There probably exists positive relationship between adolescents’ a academic progress, indicator of creative thinking and perceptible creativity self-evaluation at emotional and cognitive levels. Conclusions. Creative thinking indicators of adolescents (aged 10-19) are higher in a group of girls and students of higher forms (11-12th school years, aged 17-19). Medium academic progress of adolescents is related to the parameter of creative thinking originality; medium academic progress has positive relations with creative thinking as well. Evaluation of self-creativity at emotional level is higher in girls’ group; and evaluation of self-creativity at cognitive level is the highest among 17-19 years old adolescents (11-12th school years). Indicators of older adolescents’ health, mood, and activity are higher than younger... [to full text]

There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, HELAM (Hexagonal e-Learning Assessment Model) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) information (content) quality, (4) learner perspective, (5) instructor quality, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 374 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunel University, UK and NetClass LMS at METU, Turkey. The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The explanatory factor analysis shows that each of the six dimensions of the proposed model had a significant effect on the learners&amp / #8223 / perceived satisfaction. Confirmatory factor analyses used to assess the number of factors and the loadings of variables. The results of confirmatory factor analyses were overlapped with the proposed model. Structural Equation Modeling (SEM) statistical analysis was used to validate the research model. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners&amp / #8223 / satisfaction. Additionally, individual case results were presented with descriptive statistics, Pearson&amp / #8223 / s Product Correlations outputs. Findings of this research will be valuable for both academics and practitioners of e-learning systems. The presented statistical results highlighted the importance of supposing a multidimensional analytical approach for e-learning system success evaluation. The proposed model provided several implications for e-learning effectiveness evaluation.

Learning English as a foreign language (EFL) entails different factors. Language learners use different strategies in order to make their language acquisition successful. Motivation and self-regulated learning are other factors that influence how successful the EFL learner is. This paper aims to analyze the beliefs of upper secondary students in a Swedish school about learning EFL, as well as how their beliefs relate to what is specified in the Swedish curriculum. An analysis of the differences between students’ beliefs and what is stated in the curriculum was done. A survey was conducted on a total of 54 students who were enrolled in the social sciences program. The results showed that students believed that motivation and self-regulated learning were important factors for a successful learning. For them, the language skill of reception is more important than production, which does not correspond with what it is stated in the national curriculum. First and second year students’ beliefs were similar in most of the cases, but not all of them.

This study examines how conative factors contribute to effective e-learning for corporate and academic learners. Inference of what effective e-learning activities are were traced during a focus group session, a question on a discussion list, validation of information from different sources such as observers, the verifier, the de-brief session, the scribe, the video and audio recordings and correlation with current literature. Effective learning (self-direction and collaboration), techno- and information literacy and an effective learning environment are the strongest predictors of effective e-learning. The combination of intention (motivation) and action (volition) are the two descriptive factors for conation. The study highlights existing models of conative factors and learner motivation as well as the relationships between conative factors with special reference to internal (pulling) and external (pushing) driving forces. In conclusion, the role of the conative domain in e-learning is seen as being the psychological link between the physical learning environment and effective e-learning. / Dissertation (MEd (Computer-Integrated Education))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

The investigation of the relationship between the learning culture and academic achievement is the focal point of this research. Owing to the poor scholastic performance of particularly black matric pupils in the erstwhile Department of Education and Training, an investigation was launched into the Department with a view to identify the possible causes of poor matric performance. As a point of departure an in-depth study was made into aspects of the Department of Education and Training, including those which did not fall within the ambit of the Department, which would shed light on the possible causes of poor matric results. The study revealed many signs and incidents which are symptomatic of an eroded culture of learning in a considerable number of schools. Subsequently, a comprehensive study of the establishment of a learning culture was made. According to this study the establishment of a learning culture should transcend the boundaries of the school because pupils do not only learn and study at school, but at home and in the community as well. After concluding this study it immediately became evident that a considerable number of black schools fall far short of the requirements of a learning culture. The responsibilities of the principal as the manager and instructional leader of his school, together with the selection of the principal and teachers for employment, were the next to be studied. Proper performance of the aforementioned functions as well as proper selection of either the principal or teachers for employment can contribute enormously towards establishing a positive school climate. In the empirical research data was gleaned by means of questionnaires. Thereafter the Pearson's product moment correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. From the empirical investigation it emerged that there is a relationship between a learning culture and academic achievement. The ultimate conclusion reached is that the establishment of a learning culture is a prerequisite for academic achievement. Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Psychology of Education / D. Ed. (Psychology of Education)

The investigation of the relationship between the learning culture and academic achievement is the focal point of this research. Owing to the poor scholastic performance of particularly black matric pupils in the erstwhile Department of Education and Training, an investigation was launched into the Department with a view to identify the possible causes of poor matric performance. As a point of departure an in-depth study was made into aspects of the Department of Education and Training, including those which did not fall within the ambit of the Department, which would shed light on the possible causes of poor matric results. The study revealed many signs and incidents which are symptomatic of an eroded culture of learning in a considerable number of schools. Subsequently, a comprehensive study of the establishment of a learning culture was made. According to this study the establishment of a learning culture should transcend the boundaries of the school because pupils do not only learn and study at school, but at home and in the community as well. After concluding this study it immediately became evident that a considerable number of black schools fall far short of the requirements of a learning culture. The responsibilities of the principal as the manager and instructional leader of his school, together with the selection of the principal and teachers for employment, were the next to be studied. Proper performance of the aforementioned functions as well as proper selection of either the principal or teachers for employment can contribute enormously towards establishing a positive school climate. In the empirical research data was gleaned by means of questionnaires. Thereafter the Pearson's product moment correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. From the empirical investigation it emerged that there is a relationship between a learning culture and academic achievement. The ultimate conclusion reached is that the establishment of a learning culture is a prerequisite for academic achievement. Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Psychology of Education / D. Ed. (Psychology of Education)