PROVJERA MODELA PREDVIĐANJA AKADEMSKOGA POSTIGNUĆA STUDENATA: ULOGA POTREBE ZA SPOZNAJOM, STRATEGIJA UČENJA I AKADEMSKE SAMOEFIKASNOSTI
EVALUATION OF THE MODEL OF STUDENT'S ACADEMIC ACHIEVEMENT PREDICTION: THE ROLE OF NEED FOR COGNITION, LEARNING STRATEGY AND SELF-EFFICACY

Summary/Abstract: The aim of this research was to test the mediating role of academic self-efficacy in relation to the need for cognition and learning strategies (metacognitive control, deep cognitive processing and surface cognitive processing) and academic achievement. Evaluation of two existing models was extended by testing two additional modified models of academic achievement. The first model includes the mediating role of academic self-efficacy in relation to the need for cognition and learning strategies with academic achievement, while the other model, with all stated, includes checking the direct effect of the need for cognition on academic achievement. Total of 827 students from Mostar, Tuzla, Sarajevo and Banja Luka participated in this study(661 female). The results confirmthe mediating role of academic self-efficacy in relation to predictors-need for cognition and learning strategies with academic achievement. Furthermore, the results show that the need for cognition and metacognitive control has a positive direct effect, while surface processing has a negative direct effect on academic self-efficacy. For the deep processing learning strategy no statistically significant direct or indirect effect on academic self-efficacy and academic achievement was found. In conclusion, constructs such as needs for cognition, learning strategies and academic self-efficacy represent an important factor of academic achievement and they are relevant factors in the educational context.

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