Pojmovanje učnih sposobnosti, samoučinkovitost in pripis atribucij učencev s primanjkljaji na posameznih področjih učenja

Povirk, Petra (author), Jerman, Janez (mentor), Košak Babuder, Milena (co-mentor)

Doživljanje učne uspešnosti v vzgojno-izobraževalnem procesu je eden izmed ključnih dejavnikov, ki determinirajo življenjsko pot posameznika, vpliv na izbiro poklica in vpliv na (pozitivno) samopodobo posameznika. Pomembno je, da učenci med šolskim procesom dobijo dovolj priložnosti, da razvijejo občutke o tem, da so na akademskem področju uspešni. Pretekle učne izkušnje pomembno vplivajo na prihodnjo učno motivacijo. Učna motivacija pa je tista, ki usmerja in uravnava učno vedenje in je predpogoj za vse nadaljnje učne motivacije. Učenci s primanjkljaji na posameznih področjih učenja zaradi pomanjkljivih kognitivnih in metakognitivnih strategij za časa šolanja naletijo na številne ovire in so bolj izpostavljeni doživljanju učne neuspešnosti. Zavedanje, predvsem pa primerjanje lastne učne uspešnosti z učno uspešnostjo vrstnikov, pride do izraza v obdobju adolescence, ko se poveča obseg zahtev, pojavijo pa se tudi drugi izzivi, kot npr. prehod iz razredne na predmetno stopnjo. Stalno doživljanje neuspehov sproži težave na področju učne motivacije, saj učenci stežka prepoznajo povezanost truda z učnimi dosežki in občutki uspešnosti. Namen magistrskega dela je preveriti, kakšno vlogo učenci s primanjkljaji na posameznih področjih učenja pripisujejo pri učenju trudu. Opravili smo kvantitativno raziskavo, v kateri smo uporabili deskriptivno in kavzalno-neeksperimentalno metodo. V raziskavi smo zajeli 79 učencev, ki obiskujejo 7., 8. ali 9. razred redne osnovne šole in so z odločbo opredeljeni kot učenci s primanjkljaji na posameznih področjih učenja. Učenci so izpolnili vprašalnik, ki je preveril, kako pojmujejo svoje učne sposobnosti, kakšne občutke o samoučinkovitosti izražajo in čemu pripisujejo atribucije za uspeh in neuspeh. Ugotovili smo, da učenci svoje učne sposobnosti pojmujejo bolj dinamično kot statično, kar pomeni, da verjamejo, da lahko z vajo vplivajo na svoje sposobnosti. Izražajo višje občutke o samoučinkovitosti, kot razlog za uspeh in neuspeh pa največkrat prepoznajo ravno trud, ki ga (ne) vložijo. Z magistrskim delom želimo doprinesti k boljšemu razumevanju učne motivacije učencev s primanjkljaji na posameznih področjih učenja, saj ta odločilno vpliva na to, kako aktivno bo posameznik sodeloval v šolskem procesu.

• Language: Slovenian
• Keywords: učna neuspešnost
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-121277
• COBISS.SI-ID: 30697475
• Publication date in RUL: 02.10.2020

Secondary language

• Language: English
• Title: Addressing learning abilities, self-efficiency and attribution styles of children with specific learning disabilities

Abstract

Experiencing academic success in the educational process is one of the key factors that determine the individual's life path, influence the choice of future profession as well as the (positive) self-image of the individual. It is important that students are given enough opportunities during the educational process to develop feelings about being academically successful. Past learning experiences have a significant impact on future motivation to learn. Learning motivation is what directs and regulates learning behaviour and is a prerequisite for any further learning motivation. Students with learning disabilities encounter many obstacles due to deficient cognitive and metacognitive strategies. They are also more exposed to experience learning failure. Awareness and comparison with peers come to the fore during adolescence, when the scope of requirements increases and also other challenges arise. The persistent experience of failures triggers problems in the field of learning motivation as students find difficult to recognize the connection between effort and academic achievements. The purpose of the master's thesis is to examine the role of learning effort attributed to students with learning disabilities. We performed a quantitative study in which we used a descriptive and casual-non-experimental method. 79 students who attend the 7th, 8th or 9th grade or regular primary school were included in the study. They are defined as students with learning disabilities. The students completed a questionnaire that checked how they perceived their mind-set, how they express their self-efficacy and what they attributed academic success and failure to. We found out that students perceive more dynamic than fixed intelligence, which means that they believe that they can influence their abilities through practice. They express higher feelings about self-efficacy. They mostly recognize the effort they invest as a reason for success and failure. With this master's thesis we want to contribute to a better understanding of the learning motivation of students with learning disabilities, as this has a decisive influence on how actively the individual will participate in its own school process.

• Keywords: learning failure