Marija Kristek

Phd Student
Academy of arts
Josip Juraj Strossmayer University of Osijek
Kralja Petra Svačića 1f 
Osijek, HR-31000, Croatia¸
phone:  
fax: +385-31-253-353
email:  mkristek @ mathos.hr
office:  20

 


Research Interests

Educational psychology

Degrees

PhD student, Department of Psychology, Faculty of Humanities and Social Sciences, University of Rijeka
BSc in Psychology, Department of Psychology, Faculty of Humanities and Social Sciences, University of Osijek, Croatia, 2009.
 

Publications

Journal Publications

  1. G. Vrdoljak, M. Kristek, A. Jakopec, P. Zarevski, Provjera modela predviđanja akademskog postignuća studenata: uloga proaktivnosti i pristupa učenju, Suvremena psihologija 17/2 (2014), 125-136
    Cilj je istraživanja provjeriti doprinos proaktivnosti i različitih pristupa učenju akademskom postignuću studenata. Nadalje, provjerava se i medijacijska uloga različitih pristupa učenju (dubinskog, površinskog i strateškog) u odnosu proaktivnosti i akademskog postignuća. Podaci su prikupljeni anketiranjem većeg prigodnog uzorka studenata diplomskih studija različitih usmjerenja i obrađeni path analizom u okviru strukturalnog modeliranja. U skladu s pretpostavkama modela, rezultati potvrđuju pozitivan utjecaj proaktivnosti na dubinski i strateški pristup učenju, odnosno negativna povezanost proaktivnosti i površinskog pristupa učenju. Nadalje, strateški pristup učenju pozitivno doprinosi akademskom postignuću studenata, dok površinski pristup negativno doprinosi istom. Dubinski pristup učenju nema direktan efekt na akademsko postignuće studenata, međutim, dubinski pristup učenju, indirektno, putem strateškog pristupa, pozitivno utječe na akademsko postignuće. Također, rezultati su potvrdili i posredujući utjecaj strateškog i površinskog pristupa učenju u odnosu proaktivnosti i akademskog postignuća, odnosno pokazali kako proaktivnost studenata indirektno, putem navedenih pristupa učenju pozitivno doprinosi akademskom postignuću studenata. Preciznije, veći stupanj proaktivnosti rezultirat će odabirom učinkovitijih pristupa učenju, a samim time i višim akademskim postignućem studenata. Nalazi istraživanja interpretiraju se u okviru teorije samoreguliranog učenja i koncepta studentskog pristupa učenju. Raspravlja se o važnosti i načinima implementacije dobivenih rezultata u akademskom kontekstu.


Refereed Proceedings

  1. Lj. Jukić Matić, M. Kristek, A. Mirković Moguš, Pre-service teachers and statistics: an empirical study about attitudes and reasoning, Mathematics and Children, The 5th International Scientific Colloquium, Osijek, 2015
    In the paper a pre-service elementary teachers’ attitudes were examined using the Scale of Attitudes Towards Statistics and the analysis of results showed pre-service elementary teachers’ neutral attitude toward statistics. Their statistical reasoning in measures of center was also examined using several items from Quantitative Reasoning Quotient Test. This analysis showed that pre-service teachers’ statistical reasoning is inconsistent from item to item, or topic to topic, depending on the context of the problem. Results of both assessment instruments indicate that pre-service teachers lack awareness of the usefulness of statistics in everyday life and lack of experience in solving everyday problems. Since the attitudes have a significant effect on the learning process, we believe that not knowing where, why and when statistics can or will be used, influenced on pre-service elementary teachers’ statistical reasoning.
  2. Lj. Jukić Matić, M. Kristek, Attitudes of prospective teachers towards statistics, Education vision & challenge for future 2014, Ljubljana, 2014, 206-2013
    he goal of research was to examine the attitudes of prospective mathematics teachers towards statistics and possible differences in their approach to learning. Participants were prospective mathematics teachers who filled out two questionnaires via computer: Scale of Attitudes Towards Statistics and Approaches and Study Skills Inventory for Students. The results have shown that, ultimately, students have moderate positive attitude toward statistics. They see the importance of statistics and statistical literacy in the real life, but are indifferent toward learning it and do not have a clear perception of its use in other fields. When examined connections between students approaches to learning, results have shown a high correlation between strategic and deep approach. In relation with their attitude toward statistics, the positive correlation was found with a deep approach. Taking in consideration that the attitudes of teachers have an important role in satisfaction, success and students' choice of learning approaches, this study contains important implications for further research in this field
  3. M. Kristek, T. Velki, G. Vrdoljak, A. Jakopec, PROACTIVITY AND LEARNING APPROACHES IN STUDENTS, Education vision & challenge for future (EDUvision), Ljubljana, 2013, 17-23
    The goal of our research was to examine the differences in learning styles between students with different level of proactivity. Participants were 255 students (18.8% male, 81.2% female). Students filled out Proactivity questionnaire and Approaches and Study Skills Inventory for Students. The results have shown significant differences in learning approaches in students with different proactivity level. Students with high proactivity level have used less surface learning approach than students with medium and low level of proactivity. There were significant differences between all three groups in deep and strategic learning approaches. The high level proactivity student group has used more strategic and deep approaches than the medium and low level proactivity student groups and medium level proactivity student group has used more strategic and deep approaches than the low level proactivity student group. Knowing the way in which proactive students achieve success is something that we can teach less successful and less proactive students.
  4. G. Vrdoljak, M. Kristek, A. Jakopec, Provjera modela predviđanja akademskog postignuća studenata, Savremeni trendovi u psihologiji, Novi Sad, 2013



Projects

 


Professional Activities

Editorial Boards

 


 

Committee Memberships

Croatian Psychological Chamber


 

Refereeing/Reviewing

 


 

Service Activities

 


Teaching

Konzultacije (Office Hours): Utorkom od 12:00 do 13:00 sati. Konzultacije su moguće i po dogovoru; pismenim i usmenim putem.

Nastavne aktivnosti u akademskoj godini 2015./2016.:

 Odjel za matematiku:

Psihologija odgoja i obrazovanja I i II

 Odjel za biologiju:

Psihologija odgoja i obrazovanja I i II

 Odjel za fiziku:

Psihologija odgoja i obrazovanja I i II

 Odjel za kemiju:

Psihologija odgoja i obrazovanja I i II

 Umjetnička akademija u Osijeku

 (Odsjek za glazbenu umjetnost, Odsjek za likovnu umjetnost):

Psihologija odgoja i obrazovanja I i II

Filozofski fakultet u Osijeku

Psihologija odgoja i obrazovanja

 


Personal