NEKA OBILJEŽJA UČENIČKE PROCJENE KVALITETE NASTAVE OSNOVNOG OBRAZOVANJA I POVEZANOST S NJIHOVIM CILJNIM ORIJENTACIJAMA U UČENJU
SOME CHARACHERISTICS OF STUDENT'S EVALUATION OF THE QUALITY OF BASIC EDUCATION AND RELATIONSHIP WITH THEIR ACHIEVEMENT GOAL ORIENTATION IN LEARNING

Summary/Abstract: The aim of the study was to assess gender differences in student assessment of the classroom quality in lower secondary education of elementary school (ISCED level 2) and relationship with their achievement goal orientation profiles in learning. The survey was conducted with seventh and eighth grade students (N = 393) of elementary schools in the Split-Dalmatia County and the City of Zagreb. In addition to the student’s demographic characteristics, the data were collected by the questionnaires Student Perceptions of Classroom Quality (SPOCQ) and The Components of Self-Regulated Learning (CSRL). The results have shown that students evaluate classroom quality as average in all its dimensions as: appeal with it, the challenge of activity, opportunity of choice, meaningfulness and academic self-efficacy. In terms of achievement goal orientation, students estimate that they are above average in learning or mastery-extrinsic orientation, but also on performance and avoidance orientation. The results indicate that there are no differences in the student’s assessment of the classroom quality with regard to gender. On the other hand, girls are more focused on learning orientation, while there is no difference in performance and avoidance orientation. In terms of correlation, it has been shown that those students orientated on learning are more positively evaluating all the dimensions of classroom quality, but those who are focused on avoidance are not content with it. Performance oriented students selectively choose teaching activities and are more self-effacing. In conclusion, gender is not a determinant of the difference in quality assessment but is significant for differences in student achievement goal orientation profiles in learning. The classroom quality will be considered higher by students orientated on learning, while those who are orientated on performance and avoidance are indifferent to the assessment of it. Implications of the results are explained in the paper.

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