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This PhD thesis is devoted to examining the specifics of students’ approaches to learning, course perceptions and emotional intelligence in a Bulgarian high-school setting. After providing a review of relevant theoretical concepts on the mentioned phenomena and adolescent development, the dissertation presents the results from an empirical study (N=342) on the topic. The following research instruments were used for collecting the data: (1) “Revised Approaches to Study Inventory” (RASI) (Duff, 1997); (2) “Course Perceptions Questionnaire” (CPQ) (Entwistle & Ramsden, 1983); and (3) “Trait Emotional Intelligence Questionnaire – Adolescent Short Form” (TEIQue-ASF) (Petrides et al. 2006). Analysis of the data (SPSS) confirms the hypothesis that adolescents adopt deep and strategic approaches to learning more often than they use the surface approach. Next, findings imply that students are most sensitive to those aspects of the learning environment related to standards and goals, quality of teaching and social climate. The results also reveal the impact of socio-demographic factors on the studied phenomena, as well as the direct and indirect effects of students’ course perceptions and trait emotional intelligence on their approaches to learning and learning outcomes. The conclusions and recommendations based on the study findings can support policy makers and education practitioners in removing motivational or emotional barriers to well-being and effective learning in adolescence.
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