20.500.12556/RUL-174881 Povezanost perfekcionizma, anksioznosti in učnega uspeha med devetošolci The relationship between perfectionism, anxiety and academic achievement among ninth-grade students Magistrsko delo obravnava izraženost perfekcionizma, anksioznosti in testne anksioznosti pri devetošolcih ter njihovo medsebojno povezanost. V povezavi s tem je bil osrednji cilj raziskave preveriti, kako različne stopnje (ne)prilagojenega perfekcionizma in anksioznosti vplivajo na učni uspeh učencev. V teoretičnih izhodiščih so podrobneje predstavljeni zgoraj omenjeni pojavi, pri katerih se osredotočamo na opis njihovih značilnosti, dejavnikov za razvoj, komponent in znakov. Sledi analiza medsebojne povezanosti med prilagojenimi in neprilagojenimi perfekcionističnimi težnjami v povezavi s splošno in testno anksioznostjo. V zaključnem delu je obravnavan vpliv, ki ga lahko imajo omenjeni pojavi na učni uspeh mladostnikov. V empiričnem delu so predstavljeni rezultati kvantitativne raziskave, v kateri je sodelovalo 115 devetošolcev iz treh različnih osnovnih šol. Podatki so bili zbrani z uporabo treh vprašalnikov. Izsledki raziskave so pokazali, da večina učencev izraža srednjo stopnjo perfekcionizma, anksioznosti in testne anksioznosti, pri čemer se je kot najmočneje izražena komponenta testne anksioznosti izkazala napetost. Ob tem smo preverili, ali se pojavljajo statistično pomembne razlike v izraženosti omenjenih pojavov glede na spol. Kljub temu, da učenke izražajo višje ravni vseh omenjenih pojavov, so se statistično pomembni rezultati glede na spol pokazali le pri izraženosti testne anksioznosti. Dodatne analize so pokazale, da devetošolci v povprečju izražajo višjo raven prilagojenega kot neprilagojenega perfekcionizma. Nadalje smo preverili, ali se izraženost splošne in testne anksioznosti razlikuje glede na stopnje (ne)prilagojenega perfekcionizma. Rezultati so potrdili statistično pomembne povezave med obema dimenzijama perfekcionizma s (testno) anksioznostjo, z izjemo povezanosti prilagojenega perfekcionizma s testno anksioznostjo. Izkazalo se je, da se neprilagojeni perfekcionizem pozitivno povezuje z obema oblikama anksioznosti, medtem ko prilagojeni perfekcionizem nakazuje na negativno povezanost. Nazadnje je bila potrjena statistično pomembna povezava med stopnjami (ne)prilagojenega perfekcionizma in anksioznosti z učnim uspehom. Učenci z višje izraženimi ravnmi neprilagojenega perfekcionizma in anksioznosti so dosegali nižji učni uspeh, nasprotno pa so se višje ravni prilagojenega perfekcionizma in nižje ravni anksioznosti povezovale z boljšimi učnimi dosežki. Rezultati raziskave lahko prispevajo k večji občutljivosti strokovnih delavcev za prepoznavanje povezanosti (ne)prilagojenega perfekcionizma ter anksioznosti z učnim uspehom. This master's thesis examines the levels of perfectionism, anxiety and test anxiety in ninth grade students and their mutual relationships. In this context, the main research aim was to examine how different levels of (mal)adaptive perfectionism and anxiety influence academic achievement of students. The theoretical basis discusses presented phenomena in more detail, focusing on their characteristics, developmental factors, components, and indicators. This is followed by an analysis of the relationships between adaptive and maladaptive perfectionist tendencies in connection with general and test anxiety. The final part addresses the impact these phenomena may have on academic achievement of adolescents. The empirical part presents the results of a quantitative study conducted among 115 ninth-grade students from three different primary schools. Data were collected using three questionnaires. The findings showed that most students expressed mid-range levels of perfectionism, anxiety, and test anxiety, with tension emerging as the most strongly expressed component of test anxiety. Furthermore, the study examined whether statistically significant differences exist in the expression of these phenomena according to gender. Despite girls generally expressing higher levels of all mentioned traits, statistically significant gender differences were found only in test anxiety. Additional analyses revealed that ninth-grade students expressed higher levels of adaptive than maladaptive perfectionism. We further examined whether the levels of general and test anxiety differed depending on levels of (mal)adaptive perfectionism. The results confirmed statistically significant associations between both perfectionism dimensions and (test) anxiety, with the exception of the relationship between adaptive perfectionism and test anxiety. It was found that maladaptive perfectionism is positively associated with both forms of anxiety, while adaptive perfectionism showed a negative relationship. Finally, a statistically significant link was confirmed between levels of (mal)adaptive perfectionism and anxiety with academic achievement. Students with higher levels of maladaptive perfectionism and anxiety achieved lower academic success, whereas those with higher levels of adaptive perfectionism and lower anxiety showed better academic results. The results of the study can contribute to greater awareness among professionals in recognizing the association between (mal)adaptive perfectionism and anxiety with academic achievement. perfekcionizem anksioznost testna anksioznost učni uspeh devetošolci perfectionism anxiety test anxiety academic achievement ninth-grade students true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-10-10 12:11:12 2025-10-10 12:11:20 2025-12-01 03:59:16 0000-00-00 00:00:00 2025 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 599671 57217.pdf 57217.pdf 1 43A8445BC1137EACC817A998BC70AAD3 48ced5067bc1cb56b0eec0d6b243613e8ed756f8def16544fcd497ed3c315e92 3baab64e-a5c1-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=219788 Filozofska fakulteta 0 0 0