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Title:Miselna naravnanost in perfekcionizem kot napovednika ciljne usmerjenosti učencev
Authors:ID Potočnik, Amanda (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
Files:.pdf MAG_Potocnik_Amanda_2018.pdf (752,01 KB)
MD5: EF3DC129F8CCD4EE1D683713BE114D64
PID: 20.500.12556/dkum/3f9c0d4a-d063-4941-9e1b-4dc93a0a3a26
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Namen magistrske naloge je bil proučiti odnos ciljnih usmerjenosti s perfekcionizmom in miselno naravnanostjo, poleg pa smo vključili tudi vlogo nadarjenosti. V raziskavo je bilo vključenih 239 učencev štirih osnovnih šol Podravske in Savinjske regije, od tega 135 deklet in 104 fantje. V skupino nadarjenih je spadalo 95 učencev. Povprečna starost udeležencev je bila 13,84. Udeleženci so izpolnili vprašalnik sestavljen iz treh lestvic: Vprašalnika ciljnih usmerjenosti (AGQ-R), Lestvice perfekcionizma za otroke in mladostnike (CAPS) in Vprašalnika miselne naravnanosti (revidirana mera). Analiza razlik med skupino nadarjenih učencev in učencev, ki niso bili prepoznani kot nadarjeni, je pokazala, da nadarjeni učenci v večji meri izražajo usmerjenost v obvladovanje, usmerjenost v izogibanje neobvladovanja, usmerjenost v izkazovanje zmožnosti in usmerjenost v izogibanje izkazovanja nezmožnosti. V miselni naravnanosti, nase usmerjenem perfekcionizmu in družbeno predpisanem perfekcionizmu med skupinama ni bilo pomembnih razlik. Nase usmerjeni perfekcionizem se je izkazal kot pozitiven napovednik vseh štirih ciljnih usmerjenosti, medtem ko je družbeno predpisan perfekcionizem pozitiven napovednik le usmerjenosti v obvladovanje in usmerjenosti v izkazovanje zmožnosti. Miselna naravnanost negativno napoveduje le usmerjenost v izogibanje neobvladovanja. Nadarjenost se je izkazala kot moderator odnosa med miselno naravnanostjo in usmerjenostjo v izkazovanje zmožnosti, in sicer so imeli nadarjeni učenci z višjo fiksno miselno naravnanostjo višjo izraženost usmerjenosti v izkazovanje zmožnosti, medtem ko pri nenadarjenih učencih med konstruktoma ni bilo povezave. V odnosu ciljnih usmerjenosti s perfekcionizmom in miselno naravnanostjo status nadarjenosti ni imel druge moderatorske vloge. Ugotovitve kažejo na pomembnost raziskovanja in boljšega razumevanja miselne naravnanosti, perfekcionizma in ciljnih usmerjenosti učencev, ter kljub nekaterim omejitvam predstavljajo osnovo za nadaljnje raziskovanje.
Keywords:ciljna usmerjenost, perfekcionizem, miselna naravnanost, nadarjenost
Place of publishing:Maribor
Publisher:[A. Potočnik]
Year of publishing:2018
PID:20.500.12556/DKUM-72676 New window
UDC:37.015.3(043.2)
COBISS.SI-ID:24243208 New window
NUK URN:URN:SI:UM:DK:PM10PMU0
Publication date in DKUM:18.12.2018
Views:1220
Downloads:277
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:13.10.2018

Secondary language

Language:English
Title:Mindset and perfectionism as predictors of students' goal orientation
Abstract:The aim of the thesis was to study goal orientation in relation to mind-set and perfectionism. The role of giftedness was also included into the study. The survey included 135 girls and 104 boys. 239 elementary students are from Podravje region and Savinjska region. The survey questioned 95 gifted students. The average age of participants was 13.84. The questionnaire was composed of three scales, which are Achievement Goal Questionnaire-Revised (AGQ-R), Children and Adolescent Perfectionism Scale (CAPS) and Implicit Theories of Intelligence Scale (revised measure). The analysis of the differences between a group of gifted students and students who were not recognized as gifted showed that gifted students demonstrate a greater degree of self-control and focus on demonstrating abilities. They avoid situations where they could show the opposite. There was no significant difference between the groups when focusing on the student’s mind-set, self-oriented perfectionism and socially prescribed perfectionism. While self-oriented perfectionism has proven to be a positive predictor of all four types of goal orientation, socially prescribed perfectionism has proven to be a positive predictor for self-control and focus on demonstrating abilities. Mind-set negatively predicts only the tendency to avoid situations where a participant couldn’t show self-control. Giftedness proved to be a moderator of the relationship between mind-set and orientation in the demonstration of abilities. The gifted students with a fixed mind-set have proven to be oriented into the demonstration of abilities. The research showed no connection between the constructs in the other group of students. On the other hand, giftedness wasn’t a moderator when the connection between perfectionism and a mind-set was researched. The findings show the importance of research and a better understanding of mind-set, perfectionism and goal orientation of students, and despite some limitations, provide a basis for further research.
Keywords:goal orientation, perfectionism, mind-set, giftedness


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