Povezava zaznane socialne opore in psihičnega blagostanja učencev 3. triade osnovne šole : magistrsko delo

Pihler, Ula (author), Prosen, Simona (mentor)

V svojem magistrskem delu sem raziskala, v kolikšni meri se socialna opora, kot jo zaznavajo učenci 3. triade osnovne šole s strani vrstnikov, učiteljev in staršev, povezuje z njihovim psihičnim blagostanjem v šoli, ter kako učenci dojemajo pomembnost naštetih virov socialne opore. Ugotavljala sem tudi razlike med spoloma v pogostosti zaznane opore in psihičnem blagostanju ter raziskala povezavo med psihičnim blagostanjem učencev, zaznano oporo in njihovo učno uspešnostjo. V empiričnem delu sem uporabila vprašalnik CASSS (angl. Child and Adolescent Social Support Scale), ki sta ga ustvarili avtorici Malecki in Demaray (2000) za merjenje zaznane socialne opore in WEMWBS (angl. The Warwick-Edinburgh Mental Well-being Scale), ustvarjen na Univerzi v Warwicku (2006, slovenski prevod Demšar, 2006) za merjenje psihičnega blagostanja učencev. Vzorec je vseboval 202 učenca 3. triade osnovnih šol iz savinjske statistične regije. Ugotovila sem statistično pomembne pozitivne povezave med pogostostjo zaznave vseh treh virov socialne opore – oporo staršev, vrstnikov in učiteljev – ter psihičnim blagostanjem učencev. Najmočnejša povezava se je izkazala pri opori vrstnikov, sledila ji je opora staršev, najšibkejša pa je bila povezava z oporo učiteljev. Prav tako sem ugotovila, da sta psihično blagostanje učencev in njihov učni uspeh med seboj statistično pomembno povezana. Povezava med pogostostjo zaznane opore vrstnikov in učnim uspehom ni bila statistično značilna, medtem ko sta povezavi pogostosti zaznane opore staršev in učiteljev z učnim uspehom dosegli statistično pomembnost. Razlike med spoloma se pri pogostosti zaznavanja opore vrstnikov ne pojavljajo, medtem ko so pri pogostosti zaznavanja opore staršev in učiteljev razlike med spoloma statistično značilne. Psihično blagostanje se med spoloma ni statistično pomembno razlikovalo. Glede pomembnosti virov opore učenci največjo vrednost pripisujejo vrstniški opori, sledi starševska opora, najmanj pomembna pa jim je opora učiteljev.

• Language: Slovenian
• Keywords: zaznana socialna opora, psihično blagostanje, učenci, šola, učni uspeh, socialna psihologija
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: U. Pihler
• Year: 2025
• Number of pages: 49 str.
• PID: 20.500.12556/RUL-167066
• UDC: 373.3(043.2)
• COBISS.SI-ID: 225559811
• Publication date in RUL: 06.02.2025

Secondary language

• Language: English
• Title: Relationship between perceived social support and psychological well-being of students in the third triad of primary school

Abstract

In my master's thesis, I investigated to what extent social support as perceived by primary school students in the third triad from peers, teachers and parents is related to their psychological well-being at school, and how students perceive the importance of these sources of social supports. I also looked at gender differences in in the frequency of perceived support and psychological well-being and explored the relationship between students' psychological well-being, perceived support and their educational success. In the empirical part, I used the Child and Adolescent Social Support Scale (CASSS), created by Malecki and Demaray (2000) to measure perceived social support, and the Warwick-Edinburgh Mental Well-being Scale (WEMWBS), created at the University of Warwick (2006, Slovenian translation by Demšar, 2006) to measure students' psychological well-being. The sample consisted of 202 students in the third triad of primary school in the Savinja statistical region. I found statistically significant positive correlations between the frequency of perceiving all three sources of social support - parental, peer and teacher support - and students' psychological well-being. The strongest association was found for peer support, followed by parental support, while the weakest association was with teacher support. I also found that students' psychological well-being and their educational success were statistically significantly correlated. The association between the frequency of perceived peer support and educational success was not statistically significant, while the associations between the frequency of perceived parental and teacher support and educational success reached statistical significance. There are no gender differences in the frequency of perceived peer support, while gender differences in the frequency of perceived parental and teacher support are statistically significant. There were no statistically significant gender differences in psychological well-being. In terms of the importance of sources of support, students placed the highest value on peer support, followed by parental support, and the least importance on teacher support.

• Keywords: perceived social support, psychological well-being, students, school, educational success