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Title:Zaznana podpora temeljnim psihološkim potrebam s strani učiteljev kot napovednik učnih izidov pri mladostnikih : magistrsko delo
Authors:ID Vrenko, Karmen (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
Files:.pdf MAG_Vrenko_Karmen_2023.pdf (1,13 MB)
MD5: E9CE6C589B7ABAAFCF329AEB3AFC2B27
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Potrebe po avtonomiji, kompetentnosti in povezanosti z okoljem so temeljne psihološke potrebe; njihova zadovoljitev pomembno usmerja razvoj otrok in mladostnikov. V šolskem okolju jih lahko učitelj pri učencih uresničuje skozi oporo avtonomije, strukturiranostjo poučevanja in vključenostjo učitelja v dogajanje v razredu. Učna zavzetost pri učencih pa se kaže v aktivnem in zbranem sodelovanju, navdušenju pri učnih dejavnostih ter vloženem trudu, ki rezultira v znanje, pozitivnejše interakcije v razredu in občutek lastne kompetentnosti pri učencih. Cilj magistrskega dela je bil, da preučimo pomembnost vedenja učiteljev, ki zadovoljujejo temeljne psihološke potrebe pri učencih za njihovo učno zavzetost in uspešnost. Izvedli smo raziskavo, v kateri so sodelovali 303 učenci 6., 7. in 8. razreda treh osnovnih šol. Pridobivanje podatkov je potekalo v živo na osnovnih šolah, vprašalnik je bil podan na način papir - svinčnik. Ugotovili smo, da sta opora avtonomije in vključenost učiteljev v dogajanje v razredu pozitivna napovednika splošne, emocionalne in vedenjske učne zavzetosti pri učencih. Strukturiranost poučevanja se ni izkazala za statistično značilen napovednik, kljub temu pa smo ugotovili, da bolj kot učenci zaznavajo strukturiranost poučevanja učiteljev, bolj so učno zavzeti. Nobeden od vidikov delovanja učiteljev se ni izkazal za napovednik učne uspešnosti učencev. Pogojna opora učiteljev ni bila prepoznana kot mediator odnosa med oporo avtonomije, strukturiranostjo poučevanja, vključenostjo učiteljev in učno zavzetostjo. Ugotovljene pa so bile negativne povezave med pogojno oporo in splošno, emocionalno ter vedenjsko učno zavzetostjo, učno uspešnostjo ter oporo avtonomije, strukturiranostjo poučevanja in vključenostjo učiteljev.
Keywords:učna zavzetost, avtonomija, kompetentnost, povezanost z okoljem, pogojna opora
Place of publishing:Maribor
Place of performance:Maribor
Publisher:K. Vrenko
Year of publishing:2023
Number of pages:1 spletni vir (1 datoteka PDF (VII, 66 str.))
PID:20.500.12556/DKUM-85862 New window
UDC:37.091.3(043.2)
COBISS.SI-ID:167079427 New window
Publication date in DKUM:05.10.2023
Views:333
Downloads:55
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:15.09.2023

Secondary language

Language:English
Title:Perceived Support for Basic Psychological Needs by Teachers as a Predictor of Adolescent Learning Outcomes
Abstract:Need for autonomy, competence and relatedness are basic psychological needs, their satisfaction significantly impacts development of children and adolescents. In school environment teacher can realize these needs in students through autonomy support, structure and involvement. Student engagement shows in students by their active and focused cooperation, excitement for school activities and effort which results in knowledge, more positive interactions in class and a sense of its own competence. The goal of this master thesis was to examine the importance of teacher’s behaviour that satisfies students’ basic psychological needs for their engagement and achievement. We conducted a survey in which 303 pupils of the 6th, 7th and 8th grades of three primary schools participated. Data collection took place live at primary schools, the questionnaire was given in a paper - pencil format. We found that autonomy support and involvement are positive predictions of pupils’ general, emotional and behavioural engagement. Structure did not prove to be a statistically significant predictor, however we found that more pupils perceive structure of teachers’ teaching, the more engaged they are. None of the aspects of the teachers’ performance proved to be a predictor of pupils’ academic achievement. Teachers’ conditional support was not recognized as a mediator of the relationship between autonomy support, structure, involvement and student engagement. However, negative correlations were found between conditional support and general, emotional and behavioural student engagement, academic achievement, autonomy support, structure and involvement.
Keywords:student engagement, autonomy, competence, relatedness, conditional support


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