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Zaznave učiteljevega humorja v povezavi z razredno klimo, psihičnim zadovoljstvom in učno motivacijo dijakov
Komljen, Ivana (Author), Pečjak, Sonja (Mentor) More about this mentor... This link opens in a new window

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Abstract
Veliko je znanega o humorju nasploh, primanjkuje pa študij o tem pojavu v pedagoškem kontekstu. Z magistrsko nalogo smo preučili, kako se zaznave učiteljevega humorja povezujejo s psihičnim zadovoljstvom in učno motivacijo dijakov in razredno klimo. Znotraj pedagoške ali pozitivne psihologije so ti koncepti dobro preučeni, manj pa je znanega o povezavah med njimi. Študije v šolskem kontekstu humorju pripisujejo, da deluje na zmanjšanje stresa, tesnobe, dolgčasa in prispeva k izboljšanju odnosov, učenja in interesa. Večina teh raziskav pa je starejših in nekonsistentnih glede ugotovitev. Ravno tako so pomanjkljive študije o humorju v povezavi s psihičnim zadovoljstvom, saj ne ločujejo učinkovitih in škodljivih stilov humorja. Vključili smo tudi razredno klimo, ki je določena z medosebnimi odnosi, osebnim razvojem in sistemskimi značilnostmi. Nanjo vplivata tako količina kot tip učiteljevega humorja. Upoštevali smo še učno motivacijo, kot skupni pojem za vse vrste motivacij med učenjem. S svojim humorjem nanjo vpliva tudi učitelj. V raziskavo smo vključili 220 dijakov petih ljubljanskih srednjih šol, ki so ocenili 50 učiteljev. Rezultate smo pridobili s štirimi vprašalniki - Vprašalnikom stilov humorja, ki loči povezovalni, samo-okrepitveni, agresivni in samo-omaloževalni stil; Lestvico zadovoljstva z življenjem, Vprašalnikom Učna klima in Vprašalnikom Jaz pri matematiki. Dijaki so svoje odgovore podali s pomočjo spletne učilnice Socrative. Rezultati so pokazali pozitivno povezovanje konstruktivnih stilov humorja z ostalimi vključenimi koncepti. Povezovalni stil, ki je tudi najbolj zaznan, se bolj kot ostali stili povezuje z vsemi koncepti. Agresivni stil učiteljevega humorja pa se negativno povezuje s psihičnim zadovoljstvom in razredno klimo. Izstopajoče vloge spola nismo ugotovili. Raziskava je podala pomemben vpogled v vlogo učiteljevega humorja v razredu. Slednjega prikaže kot potencialno vrlino, ki se pozitivno povezuje z vsemi vključenimi koncepti. Tema je pomembna, saj je humor relativno redko vključen v pedagoške študije, njegova vloga kot vrlina pa ni zanemarljiva.

Language:Slovenian
Keywords:humor, učitelji, razredna klima, psihično zadovoljstvo, učna motivacija, dijaki
Work type:Master's thesis/paper (mb22)
Organization:FF - Faculty of Arts
Year:2019
Views:168
Downloads:107
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Secondary language

Language:English
Title:Perceptions of teacher's humor and their relation to classroom climate, psychological contentment and learning motivation of high school students
Abstract:
A lot is known about humour overall, but there is a lack of studies of it in educational context. This thesis studies how the perception of the teacher's humour connects with psychological contentment of students, their learning motivation and the classroom climate. These concepts are well studied within educational and positive psychology, but less is known about connections between them. Studies of the school context ascribe stress, anxiety and boredom reduction to humour, as well as improving relationships, learning and interest. However, the majority of these studies are outdated and not consistent. The correlational studies between humour and psychological content are also lacking, as they do not separate between beneficial and harmful styles of humour. This thesis includes the classroom climate, which is determined by the social relationships, personal development and other systemic features. It is influenced by the amount, as well as the type of teacher's humour. The thesis also considers learning motivation, as a general term for all motivations occurring while learning. The teacher, and the humour used, is a big influence on it. The research included 220 students from 5 secondary schools in Ljubljana. They graded 50 teachers. The results were acquired with four questionnaires: Humor styles questionnaire - which differentiates between affiliative, self-enhancing, aggressive and self-defeating humour, Satisfaction with life scale, Classroom environment scale and the questionnaire "Jaz pri matematiki". The students filled in the questionnaires through the Socrative e-classroom. The results show a positive connection of the included concepts with constructive types of humour. Affiliative style, which is also the most apparent, connects with aforementioned concepts more than all the other styles. Aggressive style negatively connects with psychological contentment and classroom climate. This time, the thesis found no outstanding role regarding the gender. The research opened an important window into the role of teacher humour used in class. It is shown as a potential benefit, because it positively connects with all concepts studied. This topic is deemed important, as humour remains a rarely studied aspect of educational studies, but its role as a virtue is not negligible.

Keywords:humor, teachers, classroom climate, psychological contentment, academic motivation, high school students

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