摘要：Recent theoretical and empirical research has focused on metacognitive and affective processes in learning and performance in diverse domains of inquiry.The purpose of the study was to examine the relationship between these processes and achievement in native language (Slovene).369 pupils in fifth grade of primary school participated in the study.A 41-item questionnaire was constructed to measure pupils' metacognitive and affective processes in learning native language.Factor analysis of the items revealed four different factors that accounted for 38.4% of the explained variance: two metacognitive (strategies of learning and solving tasks in Slovenian,searching for meaning and understanding in Slovenian) and two affective (experiencing fear of Slovenian,feelings of success and interest in Slovenian).Further analysis showed negative correlations between achievement and these factors: searching for meaning and understanding in Slovenian,experiencing fear of Slovenian.Positive correlation was found between achievement and the factor feelings of success and interest in Slovenian.In conclusion,implications for educational practice are discussed.
其他摘要：V zadnjem času je opaziti velik porast zanimanja za metakogntivne in motivacijsko čustvene procese na različnih področjih učenja.Namen naše raziskave je bil proučiti odnos med temi procesi ter dosežki pri materinem jeziku (slovenščini).V raziskavi je sodelovalo 369 učencev petih razredov osnovne šole.Za raziskovalne namene je bil sestavljen vprašalnik metakognitivnih in afektivnih procesov pri učenju materinega jezika,ki je vključeval 41 vprašanj.Faktorska analiza vprašalnika je pokazala štiri različne faktorje,ki pojasnjujejo 38,4% variance: dva metakognitivna (strategije učenja in reševanja nalog pri slovenščini,iskanje pomena in razumevanja pri slovenščini) in dva motivacijsko čustvena (doživljanje strahu pri slovenščini,doživljanje uspeha in interes pri slovenščini).Nadaljnja statistična analiza je pokazala negativno povezavo med dosežki in dvema faktorjema: iskanjem pomena in razumevanja pri slovenščini ter doživljanjem strahu.Med dosežki ter doživljanjem uspeha in interesa pri slovenščini pa obstaja pozitivna povezava.Rezultati imajo praktični pomen za uvajanje samoregulativnih mehanizmov pri učenju.
关键词：metacognition;motivation;anxiety;self-regulated learning;achievement;native language
其他关键词：metakognicija;motivacija;anksioznost;samoregulativno učenje;doseki;materin jezik
