Samopodoba učencev s primanjkljaji na posameznih področjih učenja v primerjavi z vrstniki brez težav

Sečkar, Janja (author), Jerman, Janez (mentor)

posameznih področjih učenja in kakšno njihovi vrstniki brez težav. S pomočjo primerjave sem poskušala ugotoviti, na katerih komponentah imajo boljšo in na katerih komponentah slabšo samopodobo. V teoretičnem uvodu predstavljam definicije in opredelitve pojma samopodoba, modele samopodobe, samopodobo v mladostništvu, komponente samopodobe, vpliv samopodobe na učenje in načine spodbujanja dobre samopodobe pri učencih. Na kratko pa predstavljam tudi učence s primanjkljaji na posameznih področjih učenja. Samopodobo in področja samopodobe sem raziskovala s prirejenim slovenskim vprašalnikom samopodobe-SPA za oceno samopodobe učencev (Musitu, García, Gutiérrez, Krajnc in Pečjak, 1998). Vprašalnik ima preverjene merske karakteristike, zanesljivost in veljavnost. Vzorec je sestavljen iz 96 učencev rednih osnovnih šol v Prekmurju, od tega 48 učencev s primanjkljaji na posameznih področjih učenja in 48 vrstnikov brez težav. Rezultati so pokazali, da je splošna samopodoba učencev s primanjkljaji na posameznih področjih učenja in vrstnikov brez težav dobra. Učenci s primanjkljaji na posameznih področjih učenja in njihovi vrstniki brez težav imajo dobro socialno, družinsko in telesno samopodobo, slabšo pa imajo učno in emocionalno samopodobo. Rezultati so pokazali, da med večino komponent samopodobe obstaja statistično značilna povezanost, kar pomeni, da se z večanjem vrednosti ene komponente večajo tudi vrednosti druge komponente. Ni pa statistično značilne povezanosti med socialno in emocionalno samopodobo ter učno in emocionalno samopodobo. Statistično značilna povezanost obstaja tudi med posameznimi komponentami in splošno samopodobo. V raziskavi sem prišla do ugotovitev, da imajo učenci s primanjkljaji na posameznih področjih učenja nižjo socialno samopodobo kot vrstniki brez težav. Ugotovila sem, da imajo vsi vključeni učenci podobno telesno samopodobo. Ugotovila sem, da sta splošna in akademska samopodoba učencev s primanjkljaji na posameznih področjih učenja nižji v primerjavi z njihovimi vrstniki brez težav. V raziskavi sem ugotovila, da akademska samopodoba ni odvisna od spola učencev. Ugotovila sem, da je splošna samopodoba učencev s primanjkljaji na posameznih področjih učenja in vrstniki brez težav dobra, da je potrebno biti pozoren na vse komponente samopodobe, pomagati učencem razvijati dobro samopodobo ter pri tem vključiti vse člane strokovnega tima in tudi njihove starše. Da bi se samopodoba tako učencev s primanjkljaji na posameznih področjih učenja kot njihovih vrstnikov brez težav izboljšala oziroma zvišala, so v magistrskem delu predlagane smernice in priporočila za učitelje oziroma strokovnjake, ki so vpeti v vzgojno-izobraževalni proces.

• Language: Slovenian
• Keywords: samopodoba
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-108838
• COBISS.SI-ID: 12520521
• Publication date in RUL: 20.08.2019

Secondary language

• Language: English
• Title: Self-image of pupils with disabilities in specific areas of learning compared to peers without disabilities

Abstract

In my master thesis, I note self-concept of pupils with disabilities in specific areas of learning and peers without disabilities, I compare them and determine in which areas their self-concept is good and in which poor. In the theoretical introduction, there are the definitions of self-concept, components and models of self-concept, self-concept in adolescence, the impact of self-concept on learning and ways of promoting positive self-concept in pupils. In short, I also present the pupils with disabilities in specific areas of learning. I explored the self-concept and components of self-concept with adapted to the Slovenian self-concept questionnaire-SPA for self-concept of pupils (Musita, García, Gutiérrez, Krajnc and Pečjak, 1998). The mentioned questionnaire has verified measurement characteristics, reliability and validity. The sample is composed of 96 pupils, of regular elementary schools in Prekmurje, of whom 48 are pupils whit disabilities in specific areas of learning and 48 peers without disabilities. The results show that the self-concept of pupils whit disabilities in specific areas of learning and peers without disabilities is good. Pupils whit disabilities in specific areas of learning and peers without disabilities have good social, family and physical self-concept, but they have a worse academic and emotional self-concept. The results show that there is a statistically significant relationship between most components of self-image, which means that the values of the one component increase as the values of another component increase. On the other hand, were no statistically significant connection between social and emotional self-concept and learning and emotional self-concept. There is also a statistically significant connection between individual components and general self-concept. The study found that pupils with disabilities in specific areas of learning have lower social self-concept than their peers without disabilities. We have found that all involved pupils have the same physical self-concept. We have found that general and academic self-concept of pupils with disabilities in specific areas of learning is lower than their peers without disabilities. The study shows that academic self-esteem does not depend on the gender of pupils. To sum up, my main findings are that pupils with disabilities in specific areas of learning and peers without disabilities have good general self-concept, but we have to pay attention in all components of self-concept, helping pupils to develop good self-concept, involving all members of the expert team as well as their parents. In purpose to improve self-concept, as pupils with disabilities in specific areas of learning as peers without disabilities, are in the master thesis useful recommendations, guidelines for teachers or expert, involved in the educational process.

• Keywords: self-concept