Samopodoba učencev z bralno-napisovalnimi težavami : magistrsko delo

Milič, Mara (avtor), Depolli Steiner, Katja (mentor)

V magistrskem delu sem raziskovala samopodobo učencev z bralno-napisovalnimi težavami. Podatke o samopodobi sem zbrala na vzorcu 51 učencev druge in tretje triade osnovne šole z vprašalnikom samopodobe SPA, ki meri socialno, družinsko, telesno, učno, emocionalno dimenzijo samopodobe in splošno samopodobo. Zanimalo me je, kakšna je samopodoba učencev z bralno-napisovalnimi težavami. Glavni cilj naloge je bil ugotoviti razlike v dimenzijah samopodobe med skupino učencev s težjo in skupino učencev z lažjo obliko težav. Preverila sem tudi, ali so prisotne razlike glede na spol. Dodatno sem ugotavljala razlike v samopodobi med dvema skupinama učencev s težjo obliko težav: med tistimi, ki so diagnozo dobili pred kratkim, in učenci, ki imajo diagnozo že dalj časa. Z vprašalnikom za svetovalne delavke sem ocenjevala, ali obstajajo med učenci s težjo obliko in učenci z lažjo obliko težav razlike v določenih drugih lastnostih, povezanih s samopodobo. Večina učencev iz mojega vzorca ima precej visoko telesno, socialno in družinsko samopodobo, nekoliko nižja je učna, najnižja pa je emocionalna samopodoba. Ugotovila sem, da se učenci s težjo obliko in učenci z lažjo obliko bralno-napisovalnih težav med seboj pomembno razlikujejo v emocionalni samopodobi; ta je nižja pri učencih s težjo obliko. Nadalje se je pri dekletih pokazala nižja emocionalna samopodoba kot pri fantih. Niso se pokazale razlike v samopodobi med skupino učencev s težjo obliko težav, ki so diagnozo pridobili pred kratkim, in tistimi, ki imajo diagnozo že dalj časa. Skupina učencev s težjo obliko se od skupine z lažjo obliko razlikuje po manjšem doživljanju negativnih čustev, ko gredo na ure učne pomoči. Pokazalo se je tudi nekaj trendov: učenci s težjo obliko težav so imeli nižjo učno samopodobo, bili so bolj osamljeni v razredu in so bolje sprejemali lastne bralno-napisovalne težave kot učenci z lažjo obliko. Za nadaljnje raziskave v tej smeri predlagam izvedbo na večjem vzorcu.

• Jezik: Slovenski jezik
• Ključne besede: bralno-napisovalne težave, samopodoba, učne težave, posebne potrebe, osnovnošolci
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: FF - Filozofska fakulteta
• Kraj izida: Ljubljana
• Založnik: [M. Milič]
• Leto izida: 2021
• Št. strani: 45 str.
• PID: 20.500.12556/RUL-125690
• UDK: 37.015.3:376-056.36(043.2)
• COBISS.SI-ID: 58827011
• Datum objave v RUL: 02.04.2021

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Self-concept in primary school students with reading and writing difficulties

Izvleček

In my master's thesis, I studied self-concept in primary school students with reading and writing difficulties. I collected the self-concept data using a sample of 51 primary school students from fourth through ninth grade. The data was collected using the self-concept questionnaire SPA, which measures the social, domestic, physical, learning and emotional self-concept dimensions as well as self-concept in general. My goal was to define the differences in the self-concept dimensions between students with severe difficulties and students with mild difficulties. I also checked for gender differences. In addition, I tried to determine the differences in the self-concept dimensions between two groups of students with severe difficulties: between those students who have been diagnosed recently, and those students who have been diagnosed a long time ago. Using a questionnaire for counsellors, I wanted to find whether there were any differences between students with severe difficulties and students with mild difficulties in regard to other, self-concept-related characteristics. Most students in my sample exhibited a relatively high physical, social, and domestic self-concept. The learning self-concept was somewhat lower and the emotional self-concept the lowest. I have found that students with severe and students with mild reading and writing difficulties differ from one another in terms of emotional self-concept, which was significantly lower in students with severe difficulties. Furthermore, girls exhibited a lower emotional self-concept than boys. No self-concept differences were observed between those students with severe difficulties who have been diagnosed recently and those who have been diagnosed a long time ago. The group of students with severe difficulties differed from the group with mild difficulties in that they experienced negative emotions in school support courses less intensely. What is more, a few trends were observed in the study: students with severe difficulties exhibited a lower learning self-concept, they felt lonely in class, and they were faster in coming to terms with their reading and writing difficulties than students with mild difficulties. As far as any further research on this topic is concerned, I recommend the research be conducted with a larger study sample.

• Ključne besede: reading and writing difficulties, self-concept, learning disabilities, special needs, primary school students