Motiviranost učencev pri pouku gospodinjstva v osnovni šoli : diplomsko delo

Klinkon, Tjaša (avtor), Juriševič, Mojca (mentor)

V diplomskem delu sem se osredotočila na motiviranost učencev pri pouku gospodinjstva. Zanimalo me je, kako so učenci motivirani za učenje pri predmetu gospodinjstva, ali obstajajo razlike v stopnji motivacije glede na spol učencev, ter kakšne so razlike v stopnji motiviranosti učencev in njihovo pričakovano zaključno oceno. V teoretičnem delu sem se posvetila teoriji samodoločanja, ki predstavlja načine za optimalno avtonomno delovanje učencev. Teorija pojasnjuje, da morajo imeti učenci zadovoljene tri osnovne psihološke potrebe: potrebo po občutku kompetentnosti, povezanosti z drugimi in avtonomiji. Te potrebe pa so zadovoljene šele z ustrezno interakcijo med učiteljem, učencem in učnim okoljem. V empiričnem delu sem predstavila rezultate raziskave, v kateri je sodelovalo 70 učencev 6. razreda dveh osnovnih šol. Z anketnim vprašalnikom sem ugotavljala strukturo motiviranosti učencev za učenje predmeta gospodinjstvo, razlike med spoloma v stopnji motiviranosti, ter stopnjo motivacije glede na pričakovano učno uspešnost. Ugotovila sem, da so učenci bolj avtonomno kot kontrolirano motivirani za delo pri pouku. Tovrstna motiviranost prinaša več aktivnosti, interesa, vztrajnosti in boljši učni uspeh, saj je znanje pridobljeno na ta način globlje in trajnejše. Rezultati so tudi pokazali, da so dekleta in fantje oziroma učenke in učenci podobno motivirani za učenje pri predmetu gospodinjstvo, ter da se učenci v stopnji svoje motiviranosti za učenje pri tem predmetu ne razlikujejo glede na to, kakšno zaključno oceno pričakujejo ob zaključku šolskega leta.

• Jezik: Slovenski jezik
• Ključne besede: teorija samoodločanja, učna motivacija
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [T. Klinkon]
• Leto izida: 2014
• Št. strani: 23 str.
• PID: 20.500.12556/RUL-69073
• UDK: 373.3:64.01(043.2)
• COBISS.SI-ID: 10231369
• Datum objave v RUL: 10.07.2015

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Student's motivation in a home economics class of elementary school

Izvleček

In my diploma work I focus on students' motivation in Home Economics lessons. I am interested in how motivated students are in this school subject, and whether there are gender differences , as well as what are the differences in the level of students' motivationmand the final grade they expect. In my theoretical part I concentrate on self-determined theory which represents the ways of optimal autonomous students functioning. The theory explains that students have to fulfil three basic psychological needs: competence, interaction with others and autonomy. These needs are fulfilled only with the interaction of a teacher, student and learning environment. In my empirical part I show the results of my survey which was carried out in two primary schools. 70 students grade 6 participated in the questionnaire, where I tried to find out students' motivation structure for learning this subject, the differences in gender according to the level of motivation, together with the level of motivation considering expected learning effectiveness. I estimated that students are more autonomously motivated for work at lessons. They don’t need any control to be motivated. This kind of motivation brings more action, interest, perseverance and effort and, of course, better learning success. Knowledge which has been gained that way is deeper and more permanent. The results have also shown that gender- that means boys and girls are not differently motivated for work in Home Economics. Another thing that I have found out is the fact that successful students don't show higher motivation for their work and that the level of motivation doesn't depend on the expected learning success at the end of the school year.