Značilnosti izražanja jeze pri učencih prvega in drugega vzgojno-izobraževalnega obdobja osnovne šole

Iskra, Rebeka (author), Smrtnik Vitulić, Helena (mentor)

Učenci v šoli vsakodnevno doživljajo prijetna in neprijetna čustva, med katerimi se pogosto pojavi tudi jeza, na katero smo se osredotočili v magistrskem delu. V empiričnem delu smo predstavili raziskavo o doživljanju in izražanju jeze pri učencih od 1. do 5. razreda, v kateri je sodelovalo 114 učencev iz približno 70 različnih osnovnih šol po Sloveniji. V vsakem razredu smo naključno izbrali enega učenca, pri katerem smo opazovali čustva. Opazovanje učenca je trajalo en šolski dan (približno 5 šolskih ur) in je potekalo po vnaprej pripravljeni shemi za opazovanje čustev. Shema je vključevala opis situacij, v katerih je učenec izražal čustva, njegove besedne in nebesedne odzive, oceno intenzivnosti izraženega čustva ter odzive drugih učencev in učiteljev na njegova čustva. Z namenom poglobitve naše raziskave smo dodatno izvedli intervjuje s petimi učiteljicami, ki poučujejo v 1., 2., 3., 4. in 5. razredu osnovne šole. V intervjujih nas je zanimalo, kako so učenci jezo doživljali in izražali v času pred šolanjem na domu zaradi izrednih razmer zaradi covid-19 (september in oktober 2020) in ob ponovni vrnitvi v šolo (januar in februar 2021) ter ali so se pokazale razlike v doživljanju in izražanju jeze (tudi na agresiven način) pri učencih v obdobju pred šolanjem na domu in po njem. Rezultati opazovanj učencev in intervjujev z učitelji so pokazali, da so učenci jezo izražali v različnih situacijah, najpogosteje pa v odnosu do drugih oseb (npr. ko so jim drugi odvzeli predmet, ob kritiki drugih, ob nagajivost drugih učencev). Rezultati opazovanj in intervjujev so pokazali, da so učenci jezo izražali na različne besedne načine (npr. s pripombo, komentarjem, tožarjenjem) in nebesedne načine (npr. z obrazno spremembo), pa tudi z agresivnim vedenjem (npr. s ščipanjem, vlečenjem, porivanjem). Rezultati opazovanja so pokazali, da so učenci jezo večinoma izrazili »srednje intenzivno«. Rezultati opazovanj in intervjujev so pokazali, da so se sošolci na jezo učenca pogosto odzvali, najpogosteje z nasprotovanjem/obrambo, prav tako pa se na jezo učenca pogosto odzvali učitelji, najpogosteje z ukazom oz. navodilom. Rezultati intervjujev so pokazali, da so učiteljice jezo pri učencih zaznale v času pred šolanjem na domu zaradi izrednih razmer zaradi covida-19 (september in oktober 2020) in ob ponovni vrnitvi v šolo (januar in februar 2021), prav tako so učiteljice v obeh omenjenih obdobjih pri učencih zaznale izražanje jeze na agresiven način, ki pa je bila po mnenju dveh učiteljic pogostejša ob ponovni vrnitvi v šole kot pred šolanjem na domu. Rezultati omogočajo boljše razumevanje doživljanja in izražanja jeze pri učencih od 1. do 5. razreda osnovne šole, učiteljem in drugih strokovnim delavcem pa lahko pomagajo pri kakovostnejšem delu z učenci, ki doživljajo neprijetna čustva (jezo) tudi v času, ko je naše življenje zaznamovano s pandemijo covida-19.

• Language: Slovenian
• Keywords: čustva
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-135204
• COBISS.SI-ID: 98926083
• Publication date in RUL: 15.03.2022

Secondary language

• Language: English
• Title: Characteristics of anger expression in students in the first and second elementary school education periods

Abstract

School children can daily face a variety of positive and negative emotions. One of the most common emotional states they experience is anger. This master thesis focuses on examining the experience and characteristics of anger expression in students in the first and second elementary school education periods. It aims at presenting the differences in children’s emotional state and reactions to anger before the coronavirus disease 2019 (covid-19) pandemic and after the period of time they spent studying from home. The theoretical part of the thesis is followed by the empirical part. The latter introduces the study that was conducted among 114 students in 70 different Slovenian primary schools. In each classroom, random chosen individuals were observed in order to notice and gather their responses to situations that triggered anger. In addition, teachers were included in the study as well – five of them were interviewed and asked to reflect on their students’ responses to anger. They were specifically asked to compare their behavior before learning from home and after it. The obtained results bring about students’ immediate and delayed emotion and behavioral responses to anger. Their comments, remarks, accusations and arguments were parts of their verbal responses. They also expressed their anger nonverbally – they changed their facial expressions or moved their bodies in particular ways. They pinched and pushed each other as well. The teachers mainly claimed that their students’ expressions of anger after they returned to school were similar to those they had showed before they experienced the process of studying from home – there were two teachers claiming that their students started to express their anger more aggressively. Using various research methods one could obtain more relevant results, but the thesis nevertheless helps to understand the students experience of anger in classrooms better. The results can also contribute to a more dedicate and quality way of teaching and guiding youngsters when it comes to experiencing negative emotions. Since our daily tasks have lately become marked by the dimensions of the covid-19 pandemic, one should not overlook individuals struggles to overcome difficult situations.

• Keywords: emotions