Neuspešni nadarjeni otroci

Marinko Jenko, Katarina (author), Jerman, Janez (mentor)

Neuspešni nadarjeni učenci so zelo raznolika skupina, na katere vplivajo najrazličnejši dejavniki. V diplomskem delu sem se ukvarjala z vprašanjem prepoznavanja te populacije, o njihovih lastnostih in vzrokih za neuspešnost. Prav tako sem raziskala, ali so ti učenci deležni kakšnih posebnih obravnav in kdo vse se vključuje v delo z njimi. V empiričnem delu sem z vprašalnikom, sestavljenim s pomočjo literature, preverila prej zastavljene hipoteze. V raziskavi je sodelovalo 42 učiteljev, med njimi jih je 34 v celoti rešilo anketni vprašalnik. Sodelujoči učitelji in nekaj drugih šolskih strokovnih delavcev so zaposleni na osnovnih šolah v občinah Kamnik, Komenda, Domžale, Mengeš in Moravče. Vprašalnik je razdeljen v štiri vsebinske sklope. V prvem sklopu so vprašanja, s katerimi sem zbrala osnovne podatke o anketiranih. V nadaljevanju sem želela pridobiti odgovore, kdo so neuspešni nadarjeni učenci, ali učitelji prepoznavajo neuspešnost pri nadarjenih in kakšne obravnave so deležni ti učenci. Osrednji del vprašalnika je razdeljen na dva dela, sprašuje po mnenju o nadarjenih in neuspešnih nadarjenih. Ta del je namenjen ugotavljanju učiteljevih mnenj in pričakovanj do omenjene skupine učencev. Z zadnjim sklopom pa sem želela raziskati še učiteljeva mnenja o vzrokih, ki lahko vplivajo na učno neuspešnost. Analiza pridobljenih rezultatov je potrdila dve hipotezi, in sicer da šole redko vključujejo v delo z neuspešnimi nadarjenimi učenci specialne pedagoge in da so dejavniki, ki vplivajo na neuspešnost nadarjenih, predvsem notranji. Pri tem velja poudariti tudi pomen zunanjih dejavnikov (šola, družina, vrstniki ...), saj prav tako v veliki meri lahko vplivajo na neuspešnost. Z ustreznimi načini pomoči lahko neuspešnim nadarjenim omogočimo, da postanejo uspešni. Hipoteza, da imajo učitelji do vseh nadarjenih učencev enaka pričakovanja, je zavrnjena, saj je raziskava pokazala, da imajo učitelji do uspešnejših nadarjenih višja pričakovanja. Iz rezultatov analize sklepam, da imajo učitelji do vsakega posameznika drugačna pričakovanja, ki se skladajo z njegovimi zmožnostmi.

• Language: Slovenian
• Keywords: neuspešni nadarjeni
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-84378
• COBISS.SI-ID: 11092297
• Publication date in RUL: 18.08.2016

Secondary language

• Language: English
• Title: Gifted underachievers

Abstract

Underachieving gifted students are a very diverse group affected by a variety of factors. In this thesis I dealt with the issue of recognition of these populations, their characteristics and causes of failure. I also investigated whether these students receive some special treatments, and all who are involved in working with them. In the empirical part, I used a questionnaire, which was drawn up with a help of literature, to review and check my previously set hypotheses. The study involved 42 teachers. Among them, 34 of them completed the questionnaire in full. Participating teachers and some other school professionals are employed in primary schools in municipalities of Kamnik, Komenda, Domžale, Mengeš and Moravče. The questionnaire is divided into four sections. The first set includes questions, which have helped me gather basic information on the respondents. In the following questions I wanted to get answers about who underachieving gifted students are, whether teachers recognize the failure in gifted students and how they deal with and address these students. The central part of the questionnaire is divided into two parts, seeking the opinion about the gifted and underachieving gifted students. This part is aimed at identifying the teacher's beliefs and expectations of these groups of students. The purpose of the last set of questions was to explore the teachers' opinions about the causes, which may affect their learning underachievement. The analysis of results obtained has confirmed two hypotheses, namely that schools rarely involve special educators in the work of underachieving gifted students and that the factors affecting the failure of talented students, are primarily internal. In doing so, we should also emphasise the importance of external factors (school, family, peers ...), since these also influence the failure to a large extent. Proper methods of help may allow underachieving gifted students to become successful. The hypotheses that teachers have the same expectations of all talented students has been denied, because our research has shown that teachers have higher expectations of more successful gifted students. Based on the results of the analysis I can conclude that teachers have different expectations of any individual, which are consistent with their abilities.

• Keywords: underachieving gifted students