20.500.12556/RUL-167515 Starševske zaznave sodelovanja s šolo na predmetni stopnji Parents' perception of the cooperation with school at the lower secondary level of education Vključevanje staršev v izobraževanje otrok in sodelovanje s šolo je izrednega pomena za vse deležnike, še posebej za otroke, saj izboljšuje njihovo šolsko uspešnost. Ima tudi pozitivni učinek na odnos otrok do šole ter nadaljnje šolanje. V magistrski nalogi sem želela preučiti značilnosti sodelovanja staršev z osnovnimi šolami v Sloveniji ter kako se to povezuje z izobrazbo staršev, spolom in starostjo otroka. Prav tako sem želela identificirati dejavnike, ki starše najbolj motivirajo in zavirajo pri sodelovanju s šolo. V empiričnem delu magistrske naloge je sodelovalo 331 udeležencev, staršev otrok od 6. do 9. razreda slovenskih osnovnih šol. Preverjala sem konstruktno veljavnost šestih dejavnikov vključevanja staršev in načinov sodelovanja s šolo. Ugotovila sem, da vseh šest dejavnikov predstavlja samostojne lestvice (prepričanja staršev o njihovi vlogi, odnos staršev do šole, dobrodošlost za vključevanje s strani šole, znanje in sposobnosti staršev, načini vključevanja doma ter načini vključevanja v šoli). Ti dejavniki so napovedniki otrokove povprečne učne ocene in samoučinkovitosti za šolsko delo, kot jo zaznavajo starši. Ugotovila sem, da se v izobraževanje otrok v šoli v večji meri vključujejo bolj izobraženi starši v primerjavi z manj izobraženimi ter da se v izobraževanje otrok doma v večji meri vključujejo manj izobraženi starši v primerjavi z bolj izobraženimi. Potrdila sem hipotezo, da se v izobraževanje otrok v večji meri vključujejo starši mlajših v primerjavi s starši starejših otrok. Zavrnila sem hipotezo, da se v izobraževanje otrok bolj vključujejo starši deklic, saj se je izkazalo, da se v večji meri v izobraževanje vključujejo starši dečkov. Starše za sodelovanje s šolo najbolj motivira skrb za otroka, najbolj pa jih ovira negativen odnos šolskih pedagoških delavcev ter pomanjkanje časa. Parents involving in children's education and their collaboration with schools is of great importance, particularly for children, as it enhances their academic performance. It also has a positive effect on childs’ attitude towards school and future education. In my master’s thesis, I aimed to examine the characteristics of parental collaboration with primary schools in Slovenia and how this relates to parents’ educational background, the child’s gender, and age. I also sought to identify the factors that most motivate and hinder parents in engaging with schools. The empirical part of the thesis involved 331 participants, parents of children from 6th to 9th grade in Slovenian primary schools. I examined the construct validity of six factors related to parental involvement and modes of collaboration with schools. I found that all six factors constitute independent scales: parents’ role activity beliefs, parents’ valence towards school, parents’ perceptions of general invitations for involvement from the school, parents’ knowledge and skills, parents’ involvement in home-based and school-based activities. These factors were also predictors of children’s average academic grades and self-efficacy in schoolwork, perceived by parents. I found that more educated parents are more involved in their children's education at school compared to less educated parents, while less educated parents are more involved in their children's education at home compared to more educated parents. I confirmed the hypothesis that parents of younger children are more involved in their education compared to parents of older children. However, I rejected the hypothesis that parents of girls are more involved, it turned out that parents of boys are more engaged. The primary motivational factor for parents to cooperate with schools is concern for their child, and the greatest obstacles to parental involvement are negative attitudes of school staff and a lack of time. starševsko vključevanje sodelovanje predmetna stopnja vloga staršev odnos med starši in šolo parental involvement cooperation secondary education parental role parent school relationship true false false [L. Štravs] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-02-26 07:45:07 2025-02-26 07:45:17 2025-02-27 08:28:50 0000-00-00 00:00:00 2025 0 Ljubljana 0 Ljubljana 70 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.3-055.52(043.2) 580209 227486979 48771.pdf 48771.pdf 1 FF057D30C84A95818944EECC42753005 e59d991ff9f3e7eeb27c5f7fa8cb921c816ba1ebfc07cba80eea59a5d6ad6c04 580dc169-f40c-11ef-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=200103 Filozofska fakulteta 0 0 0