20.500.12556/RUL-189421 Motnje hranjenja pri dijakih znanje, prepričanja in zaznana samoučinkovitost za ukrepanje pri srednješolskih učiteljih Eating disorders among secondary school students knowledge, beliefs, and perceived self-efficacy for intervention among secondary school teachers Motnje hranjenja predstavljajo pomemben izziv na področju duševnega zdravja mladostnikov, šolsko okolje pa ima lahko pomembno vlogo pri njihovem zgodnjem prepoznavanju in usmerjanju dijakov k ustrezni pomoči. V magistrskem delu sem raziskovala znanje, prepričanja in samoučinkovitost slovenskih srednješolskih učiteljev pri soočanju s problematiko motenj hranjenja pri dijakih oziroma dijakinjah ter medsebojno povezanost omenjenih konstruktov. Raziskava je temeljila na uporabi mešanih metod. V kvantitativnem delu raziskave je sodelovalo 540 učiteljev, v kvalitativnem pa 7 učiteljev, ki poučujejo na slovenskih srednjih šolah. Kvantitativne podatke sem zbrala z vprašalnikom ter jih analizirala s korelacijsko in regresijsko analizo. Kvalitativne podatke sem pridobila s polstrukturiranimi intervjuji in jih obdelala s tematsko analizo. Rezultati so pokazali, da učitelji prepoznavajo resnost problematike motenj hranjenja med mladostniki in do dijakov izražajo pretežno podporna prepričanja, ki se razlikujejo glede na vsebinsko področje. Njihovo znanje o motnjah hranjenja je neenakomerno, saj razmeroma dobro poznajo splošne značilnosti in bolj očitne opozorilne znake, manj znanja pa so pokazali pri prepoznavanju manj tipičnih in prikritih simptomov. Prav tako se počutijo bolj samozavestne pri vključevanju šolske svetovalne službe in usmerjanju dijaka k strokovni pomoči kot pri nudenju neposredne podpore dijaku in prepoznavanju opozorilnih znakov. Objektivno znanje, zaznano znanje, samoučinkovitost in posamezni faktorji prepričanj so bili med seboj večinoma pozitivno povezani, vendar se je moč povezav razlikovala. Pri napovedovanju samoučinkovitosti sta se kot statistično značilna napovednika izkazala objektivno znanje in faktor prepričanj o vplivu dijakov z motnjo hranjenja na šolsko okolje. Ugotovitve magistrskega dela opozarjajo na ključna področja, na katerih učitelji potrebujejo dodatno usposabljanje, smernice in podporo. Eating disorders represent a significant challenge in the field of adolescent mental health, and the school environment can play an important role in their early identification and in referring students to appropriate support. This master’s thesis examined the knowledge, beliefs, and self-efficacy of Slovenian secondary school teachers in addressing eating disorders among students, as well as the relationships among these constructs. The study employed a mixed-methods design. The quantitative part included 540 teachers, while the qualitative part involved 7 teachers working in Slovenian secondary schools. Quantitative data were collected using a questionnaire and analysed using correlation and regression analyses. Qualitative data were obtained through semi-structured interviews and analysed using thematic analysis. The results showed that teachers recognise the seriousness of eating disorders among adolescents and generally express supportive beliefs towards students, although these beliefs differ across content areas. Their knowledge of eating disorders was uneven: they were relatively familiar with general characteristics and more obvious warning signs, but showed poorer knowledge of less typical and concealed symptoms. Teachers also reported greater self-efficacy in collaborating with the school counselling service and referring students to professional help than in providing direct support to students and recognising warning signs. Objective knowledge, perceived knowledge, self-efficacy, and individual belief factors were mostly positively associated, although the strength of these relationships varied. In predicting self-efficacy, objective knowledge and the belief factor concerning the impact of students with eating disorders on the school environment emerged as statistically significant predictors. The findings highlight key areas in which teachers require additional training, practical guidelines, and support. motnje hranjenja srednješolski učitelji znanje prepričanja samoučinkovitost eating disorders secondary school teachers knowledge beliefs self-efficacy true false false [T. Prevc Gorenčič] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-10-07 07:16:24 2026-10-07 07:16:34 2026-10-09 03:31:02 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 87 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.3:616.33-008.4(043.2) 642735 293970179 71493.pdf 71493.pdf 1 05BB12E8A5554E54A14E8024C60F91FC b8b0d4ccbe7ccfcddd559a789f1b13b9018ccd19397d108596715e01edacd18a 22ab18cc-c20e-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=249938 Filozofska fakulteta 0 0 0