The aim of the study was to examine the relationships between gender, previous knowledge, different personality traits, subject-specific motivational dimensions and students` math grade in secondary school. A total of 386 first-year students (142 boys and 244 girls) from secondary schools in Slovenia (mean age was 15.7 years) participated in the study. Different measures were used to assess students` previous knowledge, personality traits, subject-specific interest, self-efficacy, immediate action and procrastination/distractibility. Path analysis was used to test the model of direct effects of gender, previous knowledge and personality traits on math grade and indirect effects of previous knowledge and personality traits on the grade through subject-specific motivational variables. The results of path analysis revealed that we can explain 40 % of the variance in math grade with variables included in the research. Gender, previous knowledge and personality traits have direct and indirect impacts on achievement. Among personality variables, conscientiousness proved to be the most important direct and indirect predictor of math grade. A significant part of variance in math grade can be explained by taking into account more general individual differences on the one hand and subject-specific motivational processes, which act as mediators, on the other hand. In promoting students` math achievement, teachers should take into account students` personality traits and try to develop their motivational self-regulation.
COBISS.SI-ID: 56471906
The aim of this study is to show that the utilization of the SS of hesitation in a conversational recommender system (RS) can improve the user quality of experience (QoE) when interacting with a video-on-demand system. The system adjusted the list of the video items to be recommended according to the extracted SS class {hesitation, no hesitation}. Our results showed a significant difference in user satisfaction with the system between those two groups, indicating that the use of SS of hesitation in conversational RS improves the QoE when the user interacts with a video-on-demand
COBISS.SI-ID: 10520916
This qualitative study used action research to provide an insight into how pupils experience and perceive assessment in music education. In collaborationwith pupils we constructed an assessment for learning model aimedat involving pupils in the co-development of assessment criteria and in the processes of self and peer assessment. In addition we also aimed to develop, with the support of feedback, self-regulatory attitudes to learning in the pupils. An action research model involving two cycles was used for thisstudy, with this paper showing how pupilsć perception of assessment changed from seeing it as to do with punishment or reward to how it provided support for learning. This change was brought about by a focus on formative assessment strategies with a strong emphasis on quality descriptive assessment, formative feedback and the teacher's attitude to assessment.
COBISS.SI-ID: 2395260