20.500.12556/RUL-178663 Vpliv samopodobe na učenje matematike magistrsko delo Influence of self-concept on learning mathematics V magistrskem delu preučujem, ali različne sestavine samopodobe – učne in socialne samopodobe ter samopodobe pri matematiki – vplivajo oz. se povezujejo z učno uspešnostjo učencev pri matematiki. Samopodobo učencev sem merila z anketnim vprašalnikom, učno uspešnost s šolskimi ocenami, dosežki pri nacionalnem preverjanju znanja (NPZ) in udeležbo na matematičnih tekmovanjih. Osrednji cilj raziskave je bil ugotoviti, kakšen je odnos med samopodobo in učno uspešnostjo ter preveriti, ali obstajajo razlike med učenci in učenkami v izraženosti posameznih sestavin samopodobe. V teoretičnem delu sem predstavila pojem samopodobe, njene ključne sestavine in značilnosti. Poleg tega sem obravnavala pojem učne uspešnosti ter na podlagi pregleda literature izpostavila povezave med posameznimi vidiki samopodobe in učnim uspehom. V empirični raziskavi, ki sem jo izvedla v okviru magistrskega dela, je sodelovalo 97 učencev tretjega vzgojno-izobraževalnega obdobja iz dveh osnovnih šol Osrednjeslovenske regije. Uporabila sem kvantitativno raziskovalno metodo in strukturiran anketni vprašalnik za merjenje treh sestavin samopodobe. Rezultati so pokazali, da sta učna samopodoba in samopodoba pri matematiki statistično značilno pozitivno povezani z učnimi dosežki pri matematiki, med socialno samopodobo in učno uspešnostjo pa nisem ugotovila statistično značilne povezanosti. Raziskava ni pokazala statistično značilnih razlik v izraženosti posameznih dimenzij samopodobe med učenci in učenkami. Pokazalo se je tudi, da učenci, ki se pogosteje udeležujejo matematičnih tekmovanj, poročajo o višji učni samopodobi in višji samopodobi pri matematiki. Ugotovitve magistrskega dela prispevajo k boljšemu razumevanju vloge samopodobe kot pomembnega dejavnika učne uspešnosti pri učenju in poučevanju matematike v osnovni šoli. Rezultati potrjujejo, da je pri podpori učencem smiselno upoštevati tudi njihove notranje psihološke dejavnike in razvijati pozitivno samopodobo kot del celostnega učnega pristopa. This master’s thesis examines the influence of different components of self-concept— academic, social, and mathematical— on students’ academic achievement in mathematics. Students’ self-concept was measured with a questionnaire, while academic achievement was assessed using school grades, results from the National Assessment of Knowledge (NPZ), and data on participation in mathematics competitions. The main aim of the study was to explore the relationship between self-concept and academic achievement and to determine whether differences exist between boys and girls in the expression of specific components of self concept. In the theoretical part, the concept of self-concept, its main components, and characteristics are presented. In addition, the concept of academic achievement is discussed, and findings from the literature on the relationship between different aspects of self-concept and academic performance are reviewed. The empirical part of the research included 97 students from the third educational cycle (grades 7–9) in two primary schools in the Central Slovenia region. A quantitative research design was applied, using a structured questionnaire to measure the three components of self-concept. The results showed that both academic self-concept and mathematical self-concept are significantly and positively related to achievement in mathematics, while no significant relationship was found between social self-concept and academic performance. The study also found no statistically significant gender differences in the expression of the dimensions of self-concept. Furthermore, students who participated more frequently in mathematics competitions reported higher levels of academic and mathematical self-concept. The findings contribute to a better understanding of the role of self-concept as an important factor in academic achievement in mathematics learning and teaching in primary school. The results confirm that in supporting students, it is essential to consider their internal psychological factors and to foster a positive self-concept as part of a comprehensive educational approach. samopodoba osnovnošolsko učenje in poučevanje učna uspešnost matematika nacionalno preverjanje znanja matematična tekmovanja osnovna šola self-concept academic achievement mathematics national assessment of knowledge mathematical competitions primary school true false false S. Jerič Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-01-29 08:30:11 2026-01-29 08:30:15 2026-02-02 07:32:31 0000-00-00 00:00:00 2025 0 Ljubljana 0 Ljubljana 49 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 159.923.2(043.2) 201589 266895619 47516.pdf 47516.pdf 1 74F4D288AEEFAD45005DE6722E16FFEA badfc4b544e77245783e3ce5bbdae7f739c3ab7ee2729d074cd6b15f0ac7c78d 541392ab-fce4-11f0-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=226575 Pedagoška fakulteta 0 0 0