Učna samopodoba in atribucije za učno uspešnost učencev s primanjkljaji na posameznih področjih učenja

Plaskan, Neja (author), Juriševič, Mojca (mentor)

Namen magistrskega dela je bil raziskati učno samopodobo učencev s primanjkljaji na posameznih področjih učenja ter njihove atribucije na področju učne uspešnosti. Zanimalo me je, kakšen je odnos med učno uspešnostjo in učno samopodobo učencev s primanjkljaji na posameznih področjih učenja. Hkrati pa sem želela ugotoviti, ali obstajajo kakšne razlike v učni samopodobi ter atribucijah za učenje med učenci s primanjkljaji na posameznih področjih učenja ter njihovimi sošolci. V empirično raziskavo je bilo vključenih 124 učencev od tretjega do petega razreda osnovne šole. Od tega je bilo 14 učencev, ki so usmerjeni kot učenci s primanjkljaji na posameznih področjih učenja. Učenci so vodeno izpolnjevali anketne vprašalnike. Vse trditve iz vprašalnika so bile učencem prebrane, tako da so lahko vsi učenci trditve dobro razumeli. Pridobljene podatke sem statistično analizirala ter predstavila. Rezultati so pokazali, da je učna samopodoba učencev s primanjkljaji na posameznih področjih učenja dobra, a statistično pomembno nižja od učne samopodobe njihovih sošolcev. Učenci brez primanjkljajev na posameznih področjih učenja so bolj zadovoljni s svojimi ocenami in so v večji meri mnenja, da se lahko učnih vsebin hitro naučijo ter da so šolski predmeti nezahtevni. Na področju atribucij so rezultati pokazali, da učenci s primanjkljaji na posameznih področjih učenja svoje uspehe ali neuspehe v večji meri kot njihovi sošolci pripisujejo zunanjim dejavnikom, na katere ne morejo vplivati. Njihovi sošolci pa svoje uspehe oziroma neuspehe pogosteje pripisujejo vzrokom, ki imajo notranji lokus kontrole in na katere ima posameznik vpliv. Zanimala me je tudi povezanost učnega uspeha ter učne samopodobe. Raziskava je pokazala, da sta učni uspeh ter učna samopodoba povezana, ko sem merila povezanost pri vseh učencih. Višji učni uspeh je povezan z višjo učno samopodobo, nižji učni uspeh pa z nižjo učno samopodobo. Pri učencih s primanjkljaji na posameznih področjih učenja povezave med učnim uspehom in učno samopodobo ni bilo.

• Language: Slovenian
• Keywords: učne težave
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-133598
• COBISS.SI-ID: 87353091
• Publication date in RUL: 13.12.2021

Secondary language

• Language: English
• Title: Academic self-concept and attributes for successful academic performance of students with individual learning deficits

Abstract

The main purpose of this master's thesis is to investigate the learning self-concept of pupils with deficits in individual areas of learning and their attribution in the field of academic achievement. We are interested in the relationship between learning performance and the learning self-concept of pupils with deficits in individual areas of learning. At the same time, we want to determine whether there are any differences in learning self-concept and achievement attributions between pupils with deficits in individual areas of learning and their classmates. The empirical study included 124 pupils from third to fifth grade of elementary school. Of these, 14 were pupils with deficits in individual areas of learning. Pupils filled out questionnaires in a guided manner. All statements were read to the pupils to assure that all pupils understood them. The obtained data were statistically processed and presented in numerical and descriptive form. The results showed that the learning self-concept of pupils with deficits in individual areas of learning is good, but statistically significantly lower than the learning self-concept of their classmates. Pupils without deficits in individual areas of learning are more satisfied with their grades and are more of the opinion that learning contents can be learned quickly and that all school subjects are easy. In the field of attributions, the results showed that pupils with deficits in individual areas of learning attribute their successes or failures to a greater extent than their classmates to external factors that they cannot influence. Their classmates, on the other hand, attribute their successes or failures to causes that have an internal locus of control and that an individual can influence. We were also interested in the correlation between learning success and learning self-concept. Research has shown that learning success and learning self-esteem are related when we measured connectivity in all pupils. Higher learning achievement is associated with higher learning self-esteem, and lower learning success is associated with lower learning self-esteem. However, in pupils with deficits in individual areas of learning, there was no correlation between learning success and learning self-concept.

• Keywords: learning difficulties