Implicitna pojmovanja inteligentnosti in osebnosti pri učencih 5. in 6. razreda osnovne šole v povezavi z učno uspešnostjo

Žagar, Urša (avtor), Juriševič, Mojca (mentor)

Glavni namen magistrskega dela je bil raziskati implicitno pojmovanje inteligentnosti in osebnosti pri učencih 2. triletja osnovne šole. Zanimalo me je, ali učenci intelektualne sposobnosti in osebnost praviloma dojemajo kot stalno lastnost oz. z drugimi besedami, gojijo togo miselnost ali pa gojijo prožno miselnost oz. svoje sposobnosti in osebnost dojemajo kot spreminjajoče se skozi življenje. Raziskala sem tudi, ali obstajajo razlike v pojmovanju inteligentnosti in osebnosti med spoloma in ali obstaja povezava med učno uspešnostjo učencev in njihovim pojmovanjem inteligentnosti in osebnosti. Raziskala sem tudi pojmovanje učencev o tem, kako njihovi učitelji in starši pojmujejo inteligentnost. V teoretičnem delu sem predstavila teorije oz. miselne naravnanosti o implicitnem pojmovanju inteligentnosti in osebnosti. Usmerila sem se na avtorico Carol Dweck, ki je z različnimi raziskavami ugotavljala, da posameznik svoje sposobnosti in osebnost pojmuje po eni izmed dveh miselnosti, togi ali prožni miselni naravnanosti. V empiričnem delu sem v skladu s cilji raziskave izvedla anketni vprašalnik, s katerim sem preverila svoja raziskovalna vprašanja na vzorcu učencev. Raziskavo sem izvedla na podlagi kvantitativne raziskovalne paradigme. Uporabila sem deskriptivno raziskovalno metodo pedagoškega raziskovanja. V raziskavi je sodelovalo 121 učencev 5. in 6. razreda osnovne šole. Rezultati raziskave so pokazali, da večina vprašanih učencev goji prožno miselno naravnanost na področju inteligentnosti. Na področju osebnosti je rezultat bolj neodločen, saj se pri nekaterih trditvah učenci bolj nagibajo k prožni miselnosti, pri drugih pa k togi. Dobljeni rezultati so pokazali, da učenci pri svojih učiteljih in starših v večji meri zaznavajo prožno miselno naravnanost pri pojmovanju inteligentnosti. Ugotovila sem, da med spoloma ne obstajajo statistično pomembne razlike v pojmovanju inteligentnosti in osebnosti. Ena pomembnejših ugotovitev pričujoče raziskave je, da je miselna naravnanost na področju inteligentnosti povezana z učno uspešnostjo, saj so rezultati pokazali, da so učenci, ki so izrazili prožno miselno naravnanost, učno uspešnejši. Na podlagi te ugotovitve je potrebno načrtovati pedagoško delo, ki bo spodbujalo učence k prožni miselni naravnanosti in k temu skušati vključiti tudi starše.

• Jezik: Slovenski jezik
• Ključne besede: implicitno pojmovanje inteligentnosti in osebnosti
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2022
• PID: 20.500.12556/RUL-136287
• COBISS.SI-ID: 105469443
• Datum objave v RUL: 05.05.2022

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Implicit conceptions of intelligence and personality of the 5th graders and 6th graders in relation to academic achievements

Izvleček

The main purpose of my Master’s thesis was to research the mindset of intelligence and personality among children in the second triad of the primary school. I was interested in finding out how students perceive their intellectual abilities and personality. Do they perceive them as given features (fixed mindset) or do they believe abilities and personality change during our lives (growth mindset)? I wanted to know if there are any differences in gender between the mindset of intelligence and personality. Furthermore, I also researched if there is a connection between learning success and students’ mindset of intelligence and personality as changeable feature. At least, I also researched student’s beliefs about their teachers and parents mindset of intelligence. In theoretical part, I represented implicit theories of intelligence and personality. My paper is focused primarily on the author Carol Dweck. Through her various researches she establishes that individual defines its abilities and personality according to fixed or growth mindset. The empirical part contains a survey questionnaire, which was done in line with the aims of my research. I chose a sample of students and tested my research questions on them. I carried out a survey on the basis of qualitative research paradigm. I used descriptive research method. Research involved 121 students of fifth and sixth grade of primary school. The results show that most of the students develop growth mindset in the field of intelligence. In the field of personality, the result was indecisive, as in some statements students lean more towards growth mindset and in others more towards fixed mindset. Found results show that students are more likely to perceive growth mindset by their parents and teachers when it comes to intelligence. I found out that there consist no big differences in gender between the concept of intelligence and personality. One of the most important findings of my survey is the fact that intelligence mindset is connected to learning success. The results show that students who express their growth mindset learn successfully. On the basis of this finding, it is necessary to plan pedagogical work which will foster growth mindset and involve parents as well.

• Ključne besede: theory of implicit conceptions of intelligence and personality