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Anksioznost in njeni dejavniki tveganja pri osnovnošolcih s primanjkljaji na posameznih področjih učenja z vidika staršev
ID Suhoveršnik, Tea (Avtor), ID Jerman, Janez (Mentor) Več o mentorju... Povezava se odpre v novem oknu

URLURL - Predstavitvena datoteka, za dostop obiščite http://pefprints.pef.uni-lj.si/7244/ Povezava se odpre v novem oknu

Izvleček
Anksioznost se kaže kot dalj časa trajajoča zaskrbljenost, katere izvor je težko opredeliti. Stanje se odraža v prepletu različnih znakov na čustvenem, vedenjskem, telesnem in miselnem področju. O anksioznih motnjah govorimo, ko se bojazen in tesnoba intenzivno pojavljata v številnih situacijah, vztrajata tudi po koncu stresnega dogodka ali ko posameznik čuti izrazito neugodje že ob misli na dražljaj, ki ga zaznava kot nevarnega. Anksiozne motnje sodijo med najbolj pogoste duševne motnje v populaciji otrok in mladostnikov. K njihovemu nastanku prispeva splet številnih notranjih in zunanjih dejavnikov tveganja. Primanjkljaji na posameznih področjih učenja (v nadaljevanju PPPU) predstavljajo izrazite specifične učne težave, ki so notranje narave in se odražajo v razkoraku med otrokovimi splošnimi intelektualnimi sposobnostmi in dejansko uspešnostjo na področju usvajanja veščin branja, pisanja, pravopisa in/ali računanja. Strokovnjaki primanjkljaje na posameznih področjih učenja prištevajo med dejavnike tveganja za razvoj anksioznih motenj, vendar ni enoznačnega odgovora glede narave medsebojnih vzročno-posledičnih odnosov. Glavni cilj magistrskega dela je bil preučiti anksioznost in posamezne vrste anksioznosti pri otrocih in mladostnikih s PPPU, ki so vključeni v osnovnošolski program s prilagojenim izvajanjem in dodatno strokovno pomočjo. V okviru empiričnega dela smo raziskali kako dejavniki, kot so spol, starost, sopojavnost bolezni, motenj, ovir ali primanjkljajev, stresni dogodki, družinski dejavniki, učni uspeh, značilnosti socialnega delovanja in šolskega okolja, vplivajo na anksioznost osnovnošolcev s PPPU. Uporabili smo deskriptivno in kavzalno neeksperimentalno metodo raziskovanja ter kvantitativni raziskovalni pristop. Anketni vprašalnik z vključeno lestvico anksioznosti je izpolnilo 109 staršev osnovnošolcev s PPPU. Rezultati raziskave so pokazali, da po poročanju staršev 42,2 odstotka osnovnošolcev v vzorcu doživlja povišano raven anksioznosti in da je med vrstami anksioznosti najbolj izrazita socialna fobija. Glede na spol in starost smo potrdili statistično pomembno višjo raven anksioznosti ter socialne fobije pri dekletih ter separacijske anksioznosti pri osnovnošolcih v starostni skupini do 13 let. Prav tako je bilo ugotovljeno, da je višja raven anksioznosti prisotna pri tistih, ki so doživeli več stresnih dogodkov in da je pogostost doživljanja znakov anksioznosti pred in med pandemijo koronavirusa ter med spremljanjem vojnega dogajanja v Ukrajini pomembno soodvisna. Rezultati so potrdili, da za osnovnošolce s PPPU, ki imajo v razredu manj prijateljev ali so pogosteje ustrahovani, zbadani ali zavrnjeni, obstaja večje tveganje za anksioznost. Ugotovljeno je bilo tudi, da osnovnošolci s PPPU, ki imajo nizek učni uspeh ali so vključeni v manj ugodno šolsko okolje, izražajo pomembno višjo raven nekaterih vrst anksioznosti. Ugotovitve magistrskega dela poglabljajo razumevanje anksioznosti in njenih dejavnikov tveganja v kontekstu primanjkljajev na posameznih področjih učenja ter prispevajo k ozaveščanju interakcije med kognitivno-čustvenimi procesi in okoljskimi vplivi.

Jezik:Slovenski jezik
Ključne besede:anksioznost
Vrsta gradiva:Magistrsko delo/naloga
Tipologija:2.09 - Magistrsko delo
Organizacija:PEF - Pedagoška fakulteta
Leto izida:2022
PID:20.500.12556/RUL-137792 Povezava se odpre v novem oknu
COBISS.SI-ID:113267715 Povezava se odpre v novem oknu
Datum objave v RUL:01.07.2022
Število ogledov:804
Število prenosov:209
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:Anxiety and its risk factors in primary school children with learning deficits from the parents' perspective
Izvleček:
Anxiety manifests itself as a prolonged worry, the origin of which is difficult to identify. The condition is expressed in a combination of emotional, behavioural, physical, and cognitive symptoms. Anxiety disorders are marked by intense fear and anxiety that occur in many situations and persist even after the stressful event has ended, or by the feeling of distinct discomfort at the mere thought of a stimulus that is perceived as threatening. Anxiety disorders are among the most common mental disorders in children and adolescents. A combination of many internal and external risk factors contributes to their onset. Learning deficits (hereafter referred to as LD) represent severe specific learning disabilities that are intrinsic and are demonstrated by the discrepancy between a child’s general intellectual abilities and achievement in the areas of reading, writing, spelling, and/or arithmetic skills. Experts perceive learning deficits as risk factors for developing anxiety disorders, however there is no clear answer about the nature of the cause-and-effect relationships between them. The main aim of this master’s thesis was to examine anxiety and different types of anxiety disorders in children and adolescents with LD, who are enrolled in a primary school programme with adapted delivery and additional professional support. In the empirical part, we investigated, how factors such as gender, age, co-occurrence of illnesses, disorders, barriers or deficits, stressful events, family factors, academic achievement, social functioning, and school environment influence anxiety in primary school children with LD. We used descriptive and causal non-experimental research methods and a quantitative research approach. A questionnaire with included anxiety scale was completed by 109 parents of primary school children with LD. Research results have shown that according to parents' reports, 42,2 percent of the primary school children in the sample experience elevated levels of anxiety and that social phobia is the most prominent type of anxiety. In terms of gender and age, we confirmed statistically significant higher levels of anxiety and social phobia in girls and separation anxiety in primary school children in the age group up to 13 years. It was also found that higher levels of anxiety are present in those who have experienced more stressful events and that the frequency of experiencing anxiety symptoms before and during the coronavirus pandemic and while watching the war in Ukraine was significantly correlated. The results confirmed that primary school children with LD, who have fewer friends in class or are more often bullied, teased, or rejected, are at higher risk for anxiety. It was also found that primary school children with LD who have a low academic achievement or who experience a less supportive school environment, express significantly higher levels of some types of anxiety. Findings of the master’s thesis deepen the understanding of anxiety and its risk factors in the context of learning deficits and contribute to raising awareness of the interaction between cognitive-emotional processes and environmental influences.

Ključne besede:anxiety

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