Facultatea Psihologie, Ştiinţe ale Educaţiei, Sociologie şi Asistenţă Socială / Faculty of Psychology, Educational Sciences, Sociology and Social Work

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    REGLAREA PREDĂRII ÎN BAZA STILULUI DE ÎNVĂŢARE AL STUDENŢILOR
    (CEP USM, 2009) Semionov, Svetlana
    L’article examine les résultats d’une ét ude empirique qui démontre que a) la population étudiant e du milieu acadé- mique universitaire est dominée par toute une palette de styl es d’enseignement. b) Le style personnel d’enseignement des étudiants est une «structure flexible» et subit des mutati ons pendant la période de l’étude universitaire. Le dialoque et la collaboration constructive entre le professeur et l’ étudiant sont des conditions pédagogiques et des méthodes spécifiques popres à faciliter l’instruction compte tenu des styles d’enseignement.
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    MOTIVAŢIA ÎNVĂŢĂRII PE PARCURSUL VIEŢII: PERSPECTIVĂ ANDRAGOGICĂ
    (CEP USM, 2007) Posțan, Liliana
    The motivation of lifelong learning is a process that develops within the course of previous school and life stages/periods. Thus, the andragogical perspective of approaching the motivation for lifelong learning foresees the analysis of now and here and the longitudinal research of the phenomenon. In this article we analyze the interest-attitude and the capacity to learn within the course of life as longitudinal aspects of the motivation for learning
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    ASPECTE STRATEGICE ALE AUTOREGLĂRII ÎNVĂŢĂRII ÎN MEDIUL ACADEMIC UNIVERSITAR
    (CEP USM, 2008) Semionov, Svetlana
    Self-regulated learning strategies consist of cognitive and meta-cognitive activities, resource management activities, and affective activities (Zimmerman, Martinez, 1986; Pintrich, 1999). The purpose of this study was to investigate (1) if the use of self-regulated learning strategies was significantly related to academic performance, and than (2) compared for differences in the use of self-regulated learning strategies two groups: high level performance students (group A) and low level performance students (group B).