Ključne reči: Didaktičke strategije, faktori podsticanja izvanrednosti darovitih Key words: Didactic strategies, factors promoting the excellence of the gifted srp Apstrakt: U ovoj eksplorativnoj studiji, kvantitatinog pristupa, predmet istraživanja su faktori uspeha/neu - speha darovitih studenata. Namera je autora da nalazima iz više istraživanja dođu do odgovora na pitanje zanačaja didaktičkih strategija u suodnosu sa drugim faktorima, koji podstiču motivacione mehanizme učenja u razvoju izuzetnosti darovitih. Cilj je da se dođe do relevantnih podataka o modelu usmerenom ka razvoju izuzetnosti darovitiih, rasvetljavanjem interakcije faktora za koje je nađeno da doprinose regulisanju moti - vacije studenata, a korak dalje istrajavanju ka samoregulaciji i samoostvarivanju, tj. izuzetnosti. U obzir se uzimaju faktori za koje istaživanja konstatuju statistički značajnu ulogu za održavanje motivacije studenata; sаmoefikаsnost, vrednovаnje ciljevа i obrazovnog konteksta, crte ličnosti, emocionalna stabilnost, metakogni - tivne strategije, strategije učenja, didakitčke strategije....i njihova multiplikativna i aditivna priroda u shvatanju odnosa za skicu modela usmerenog ka postignću darovitih. U istraživanjima, čiji se nalazi u ovoj studiji prika - zuju korišćena je metoda sistematskog neeksperimentalnog posmatranja, a statističke analize bile su zamene za eksperimentalne kontrole. Uzorci su prigodni, a relijabilnost primenjenih instrumenata izražena Kronbahovim α koefientom kreće se od α = .76 do α = .89). Teorijski kontekst sastoji se od elemenata savremenih teorijskih koncepata darovitih, na psihološkim teorijama motivacije (samoopredeljenja, teorija atribucije, teorija vred - nosti očekivanja, orijentacije ka cilju postignuća i teorija samoefikasnosti, Sternbergovoj teoriji intelektualnog samouparavljanja) i didaktičkim teorijama usmerenim ka studentima. U istraživanju se posmatraju modeli kombinovanja psiholoških, didaktičkih i kontekstualnih (sredinskih) faktora, koji su inače najviše prihvaćeni u savremenim istraživanjima drugih autora (Altaras, 2006). Osnovni nalazi ukazuju da ima smisla prihvatiti pretpostavku da ovi faktori funkcionišu nа multiplikаtivni nаčin sličаn Simontonovom (2005) Emergenic- Epigenetic modelu, koji pretpostavlja da ako bilo koji od značajnih faktora nije statistički značajno manifestan, to utiče na slabljenje motivacije ka akademskoj efiksnosti, odnsno na probleme u samoregulaciji učenja i ponašanja. Dakle, svi značajni faktori treba da budu manifestni u potrebnom nivou i u sadejstvu; nedostatak jednog ne može se nadoknaditi jačinom drugog. Značaj nalaza vidi se kao doprinos praksi pri dizajniranju didaktičkih strategija za stimulisanje motivacionih koncepata darovitih studenata koji u krizama upadaju u defanzivne strategije, a takođe i u uočavanju potrebe da se nastavnici i studenti više posvete upoznavanju sa strategijama učenja i poučavanja, kako bi se efikasnije snalazili u nastojanjima usmerenim ka samoregulaciji. Abstract: In this exploratory study, with a quantitative approach, the subject of research is the success/failure factors of gifted students. It is the author's intention that, with the findings of several researches, they will de - termine the importance of didactic strategies in relation to other factors, which encourage motivational mech - anisms of learning in the development of the exceptionality of the gifted. The goal is to obtain relevant data on the model aimed at the development of the gifted exceptionality, by elucidating the interaction of factors that have been found to contribute to the regulation of students' motivation, and a step further to persistence towards self-regulation and self-realization, i.e. exceptionalities. Factors are taken into account, for which sur - veys state a statistically significant role in maintaining student motivation; self-efficacy, evaluation of goals and educational context, personality traits, emotional stability, metacognitive strategies, learning strategies, didactic strategies... and their multiplicative and additive nature in understanding the relationship for the outline of a model aimed at the achievement of the gifted. In this study, a method of systematic non-experimental obser - vation was used, and statistical analyzes were substitutes for experimental controls. The samples are conveni - ent, and the reliability of the applied instruments expressed by Cronbach's α coefficient ranges from α = .76 to α = .89). The theoretical context consists of elements of modern theoretical concepts of giftedness, based on psychological theories of motivation (self-determination, attribution theory, expectation value theory, achieve - ment goal orientation and self-efficacy theory, Sternberg's theory of intellectual self-management) and didac - tic theories aimed at students. The research examines the models of combining psychological, didactic and contextual (environmental) factors, which are generally the most accepted in contemporary research by other authors (Altaras, 2006). The basic findings indicate that it makes sense to accept the assumption that these factors function in a multiplicative manner similar to Simonton's (2005) Emergenic-Epigenetic model, which assumes that if any of the important factors is not statistically significantly manifested, it affects the weaken - ing of motivation towards academic efficiency, that is, problems in self-regulation of learning and behavior. Therefore, all significant factors should be manifest at the required level and in cooperation; the lack of one cannot be compensated by the strength of the other. The significance of the findings is seen as a contribution to practice in designing didactic strategies to stimulate the motivational concepts of gifted students who fall into defensive strategies in crises, and also in noticing the need for residents and students to devote themselves more to familiarizing themselves with learning strategies and teaching, in order to navigate more effectively in efforts aimed at self-regulation. Polhov Gradec : MIB https://phaidrabg.bg.ac.rs/o:35467 ISBN: 978-961-7040-43-2 Didactic Strategies, A Factor In Encouraging The Exceptionality Of The Gifted Didaktičke strategije: faktor podsticanja izuzetnosti darovitih All rights reserved 2024 Стојановић, Александар Гојков Рајић, Александра Гојков, Грозданка application/pdf 476777 bytes Izobraževanje talentov volume: 9 startpage: 6 endpage: 36 info:eu-repo/semantics/article