Učiteljeva zaznava naučene nemoči pri učencih drugega triletja osnovne šole : magistrsko delo

Kebe, Leja (author), Juriševič, Mojca (mentor)

Glavni namen magistrskega dela je bil raziskati učiteljevo zaznavo naučene nemoči pri učencih drugega triletja osnovne šole. Raziskala sem, katera čustva in kakšno vedênje učitelji opažajo pri učencih drugega triletja, ki kažejo znake naučene nemoči. Poleg tega me je zanimalo, katere strategije uporabljajo učitelji za preprečevanje pojava naučene nemoči ter katere strategije za odpravljanje pojava naučene nemoči pri učencih drugega triletja. Raziskala sem še, ali je pri učiteljih pogostejša naravnanost preprečevanje naučene nemoči ali naravnanost odpravljanje naučene nemoči. V teoretičnem delu sem predstavila učno motivacijo, ki sem jo povezala s teorijo pripisovanja in samopodobo, pri tem sem se osredinila na vlogo učitelja. Nato sem natančneje opredelila pojem naučene nemoči ter njegove posledice. Podrobneje sem se usmerila na področji preprečevanja in odpravljanja naučene nemoči ter vlogo učitelja. Izvedla sem empirično raziskavo, da bi preverila zastavljena raziskovalna vprašanja. Uporabila sem kvantitativni raziskovalni pristop in opisno metodo pedagoškega raziskovanja. V raziskavo je bilo vključenih 81 učiteljev, ki poučujejo v 4., 5. ali 6. razredu osnovne šole. Rezultati raziskave so pokazali, da učitelji pri učencih drugega triletja, ki kažejo znake naučene nemoči, najpogosteje opažajo strah, najredkeje pa pogum. Poleg tega se učenci, ki kažejo znake naučene nemoči, najpogosteje vedejo pasivno, najredkeje pa vztrajno. Ugotovila sem tudi, da učitelji za preprečevanje naučene nemoči najpogosteje uporabljajo strategiji učiteljeva skrb in zanimanje za učence ter učiteljeva pozitivna naravnanost, najredkeje pa učenje učnih strategij. Dobljeni rezultati so pokazali tudi, da učitelji za odpravljanje naučene nemoči najpogosteje uporabljajo strategijo dajanje jasnih in specifičnih povratnih informacij, najredkeje pa sistem žetonskih nagrad. Ena pomembnejših ugotovitev te raziskave je, da je uporaba naravnanosti preprečevanje naučene nemoči pogostejša od uporabe naravnanosti odpravljanje naučene nemoči. Rezultati raziskave bodo učiteljem v pomoč pri razumevanju in odpravljanju fenomena naučene nemoči pri učenju in poučevanju.

• Language: Slovenian
• Keywords: motivacija, samopodoba, naučena nemoč, preprečevanje naučene nemoči, odpravljanje naučene nemoči, učitelji
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: L. Kebe
• Year: 2024
• Number of pages: V, 82 str.
• PID: 20.500.12556/RUL-154458
• UDC: 159.9(043.2)
• COBISS.SI-ID: 185752579
• Publication date in RUL: 15.02.2024

Secondary language

• Language: English
• Title: The Teachers' Perception of Learned Helplessness Among the Students of the Second Period of Primary School

Abstract

The main purpose of the master's thesis was to research the teacher's perception of learned helplessness among students in the second educational cycle of elementary school. I researched which emotions and behaviors teachers observe in students of the second educational cycle who show signs of learned helplessness. In addition, I was interested in which strategies teachers use to prevent the occurrence of learned helplessness and which strategies to eliminate the occurrence of learned helplessness in students of the second educational cycle. I also researched whether the attitude of preventing learned helplessness or the elimination of learned helplessness is more common among teachers. In the theoretical part, I presented learning motivation which I connected with attribution theory and self-image. In the process, I focused on the role of the teacher. Then, I defined the concept of learned helplessness, its consequences, and research beginnings more precisely. In more detail, I focused on the prevention and elimination of learned helplessness and the role of the teacher. I conducted an empirical survey to verify the research questions. I used the quantitative research approach and the descriptive method of educational research. 81 teachers who teach in the 4th, the 5th, or the 6th grade of elementary school were included in the research. The results of the research showed that teachers most often see fear and least often courage in students of the second educational cycle who show signs of learned helplessness. In addition, students who show signs of learned helplessness most often behave passively and least often persistently. I also found that teachers most often use the teacher's care and interest in students and the teacher's positive attitude as strategies to prevent learned helplessness, while learning the learning strategy is the least common. The obtained results also showed that to eliminate learned helplessness, teachers most often use the strategy of giving clear and specific feedback. The least often, they use the token reward system. One of the important findings of this research is that the use of a learned helplessness prevention attitude is more common than the use of a learned helplessness elimination attitude. The results of the research will help teachers to understand and eliminate the phenomenon of learned helplessness in learning and teaching.

• Keywords: motivation, self-concept, learned helplessness, prevention of learned helplessness, elimination of learned helplessness, teachers