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Title:OBVLADOVANJE IZVAJALSKE ANKSIOZNOSTI PRI OSNOVNOŠOLCIH V ŠOLSKIH SITUACIJAH
Authors:Stres, Tajana (Author)
Habe, Katarina (Mentor) More about this mentor... New window
Files:.pdf UN_Stres_Tajana_2016.pdf (1,10 MB)
MD5: 6DA3042D8D43774BEEDC2DE3EDA22C68
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:V diplomski nalogi je obravnavana tematika izvajalske anksioznosti, in sicer opisuje vidike anksioznosti, socialne anksioznosti, izvajalske anksioznosti, izvajalske anksioznosti v šoli in načine obvladovanja izvajalske anksioznosti. Želeli smo ugotoviti, ali osnovnošolski učitelji poznajo metode za obvladovanje izvajalske anksioznosti, katere metode poznajo, če se katere od metod izvajajo v razredu ter če so kakšne razlike v poznavanju in uporabi teh metod glede na leta delovnih izkušenj in glede na razredno ter predmetno stopnjo. Zanimalo nas je tudi, kako učitelji izvajalsko anksioznost opažajo pri učencih in ali so kakšne razlike glede na razredno in predmetno stopnjo ter pri katerih predmetih in aktivnostih je izvajalska anksioznost najbolj pogosta pri učencih. Raziskava je bila izvedena s pomočjo kavzalno neeksperimentalne metode dela, in sicer z anketnim vprašalnikom. Ugotovljeno je bilo, da po mnenju osnovnošolskih učiteljev ni razlik v pogostosti doživljanja izvajalske anksioznosti pri učencih glede na razredno in predmetno stopnjo. Izkazalo se je, da je po mnenju osnovnošolskih učiteljev prisotne največ izvajalske anksioznosti pri učencih, in sicer pri predmetih matematika in slovenščina ter pri ustnem spraševanju pred tablo. Ugotovljeno je bilo tudi, da ne obstajajo razlike med učitelji z manj ali več delovnimi izkušnjami glede uporabe različnih strategij, ki se jih poslužujejo pri delu z anksioznimi učenci. Hkrati pa tudi ni razlik glede na razredno in predmetno stopnjo v pogostosti uporabe strategij obvladovanja izvajalske anksioznosti pri učiteljih.
Keywords:tesnoba, strah, izvajalska anksioznost, obvladovanje izvajalske anksioznosti, nastopanje v šoli, javno nastopanje, strategije za obvladovanje izvajalske anksioznosti
Year of publishing:2016
Publisher:[T. Stres]
Source:Maribor
UDC:616.89-008.441-053.5(043.2)
COBISS_ID:22591240 New window
NUK URN:URN:SI:UM:DK:1QCMQTLE
Views:847
Downloads:168
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:PRIMARY PUPILS' PERFORMANCE ANXIETY MANAGEMENT IN SCHOOL SITUATIONS
Abstract:The diploma thesis deals with the theme of performance anxiety, namely describing aspects of anxiety, social anxiety, performance anxiety, performance anxiety in school and ways of dealing with performance anxiety. We wanted to determine whether primary school teachers know the methods to cope with performance anxiety, which methods do they know, if any of the methods are implemented in the classroom and if there are any differences in the understanding and application of these methods depending on years of experience and depending on the first and second period of primary school. We were also wondering how teachers perceive performance anxiety in students and whether there are any differences depending on the first and second period of primary school and which subjects and activities stimulate performance anxiety in students. The survey was conducted using causal non-experimental method, i.e. with a questionnaire. The findings show, according to the primary school teachers, there are no differences in the frequency of experiencing performance anxiety in students according to the first and second period of primary school. It has been proven that according to the primary school teachers the performance anxiety is mostly present in students, namely when attending classes Mathematics and Slovenian language and in oral questioning in front of class. It was also found that there are no differences between teachers with less or more work experience regarding using various strategies, which are commonly used when working with anxiety students. At the same time, there is no distinction between first and second period of primary school among teachers in the frequency of use of strategies for dealing with performance anxiety.
Keywords:anxiety, fear, performance anxiety, performance anxiety management, speaking in school, public speaking, strategies for dealing with performance anxiety


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