Odnos med telesno samopodobo in motivacijo za učenje pri učencih in učenkah drugega triletja osnovne šole : magistrsko delo

Kovač, Karmen (author), Juriševič, Mojca (mentor)

V magistrskem delu sem se ukvarjala z odnosom med telesno samopodobo in motivacijo za učenje pri učencih in učenkah drugega triletja osnovne šole. Zanimalo me je, kakšna je telesna samopodoba učencev, kakšne so razlike v telesni samopodobi med učenci glede na razred in spol, kakšna je učna motivacija učencev, kakšne so razlike v učni motivaciji glede na razred in spol ter kakšna je povezanost telesne samopodobe z učno motivacijo učencev. V ta namen sem v teoretičnem delu raziskala pojem samopodobe, njen razvoj in strukturo. Osredotočila sem se na telesno samopodobo. Zanimalo me je, ali obstajajo razlike v telesni samopodobi glede na starost in spol ter kakšne so te razlike. Dotaknila sem se tudi teme spolnih stereotipov, ki vplivajo na telesno samopodobo deklic in dečkov. Poglavje o samopodobi sem zaključila s funkcijami samopodobe in vlogo učitelja pri razvoju samopodobe učencev. Raziskala sem tudi učno motivacijo in njene sestavine ter načine motiviranja učencev. Teoretični del sem sklenila s poglavjem o odnosu samopodobe in motivacije. Raziskovalni problem sem empirično raziskala z uporabo kombiniranega raziskovalnega pristopa. Uporabljena metoda v tem magistrskem delu je deskriptivna. Vzorec je sestavljalo 207 učencev in učenk četrtega, petega in šestega razreda. V raziskavi je sodelovalo tudi šest razrednikov učencev iz sodelujočih oddelkov. Odgovore učencev sem zbrala z anketnim vprašalnikom, odgovore učiteljev pa s pomočjo polstrukturiranega intervjuja. Zbrane številčne podatke sem analizirala s programom SPSS, podatke, pridobljene z intervjujem, pa sem analizirala vsebinsko. Rezultati raziskave so pokazali, da imajo učenci dobro telesno samopodobo, pri čemer se pojavljajo razlike glede na razred in spol. Učenci so tudi dobro učno motivirani. Pri večini prevladuje kombinacija notranje in zunanje motivacije. Tudi na področju učne motivacije prihaja do razlik glede na razred in spol. Rezultati so potrdili predpostavko, da med telesno samopodobo in učno motivacijo obstaja srednje močna in pozitivna povezanost. Raziskovalni izsledki tega dela sporočajo, da je odnos med telesno samopodobo in učno motivacijo pomemben ter ga je treba v vzgojno-izobraževalnem delu ustrezno upoštevati.

• Language: Slovenian
• Keywords: Samopodoba, telesna samopodoba, motivacija, učenje, osnovna šola.
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: K. Kovač
• Year: 2023
• Number of pages: 1 spletni vir (1 datoteka PDF (95 str.))
• PID: 20.500.12556/RUL-149736
• UDC: 159.953(043.2)
• DOI: 20.500.12556/RUL-149736
• COBISS.SI-ID: 164032771
• Publication date in RUL: 08.09.2023

Secondary language

• Language: English
• Title: Relationship between Physical Self-Concept and Motivation to Learn in Primary School Pupils in the Second Triad

Abstract

In my master's thesis, I dealt with the relationship between the physical self-concept and motivation to learn in primary school pupils in the second triad. I was interested in the condition of students' physical self-concept, what are the differences in the physical self-concept between students according to class and gender, what is the condition of students' motivation to learn, what are the differences in learning motivation according to class and gender, and what is the relationship between physical self-concept and motivation to learn. In the theoretical part, I investigated the concept of self-concept, its development and structure. I focused on the physical self-concept. I was interested in whether there are differences in the physical self-concept according to age and gender and what these differences are. I touched upon the topic of gender stereotypes that affect the physical self-concept of girls and boys. I concluded the chapter on self-concept with the functions of self-concept and the role of the teacher in the development of students' self-concept. I also researched motivation to learn, its components and ways of motivating students. I concluded the theoretical part with a chapter on the relationship between self-concept and motivation. I investigated the research problem empirically using a combined research approach. The method used in this master's thesis is descriptive. The sample consists of 207 male and female students of the fourth, fifth and sixth grades. I also included six teachers of participating student departments. I collected the students' answers with a questionnaire, and the teachers' answers with the help of a semi-structured interview. I analysed the collected numerical data with the SPSS program, I analysed the data obtained through the interview in terms of content. The results of the research showed that students have a good physical self-concept with differences depending on class and gender. Students are also well motivated to learn. For most, a combination of internal and external motivation prevails. Even in the field of learning motivation, there are differences according to class and gender. The results confirmed the assumption that there is a medium-strong and positive connection between physical self-concept and motivation to learn. Research findings of this work indicate that the relationship between physical self-concept and learning motivation is important and must be considered in the educational work.

• Keywords: Self-concept, physical self-concept, motivation, learning, primary school.