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Title:Odnos med testno anksioznostjo ter socialno oporo pomembnih drugih pri mladostnikih: moderatorska vloga pogojne opore : moderatorska vloga pogojne opore
Authors:ID Markič, Jerneja (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
Files:.pdf MAG_Markic_Jerneja_2024.pdf (1,57 MB)
MD5: 0E491DF27B4E5A16D61E4E77D93C7856
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Odstotek mladostnikov, ki so preobremenjeni s šolskim delom, se v zadnjih letih pomembno zvišuje. Strokovno pomoč dijaki velikokrat poiščejo zaradi težav s stresom in testno anksioznostjo. Slednja opredeljuje situacijsko-specifično osebnostno lastnost, ki zajema povečano zaskrbljenost v situacijah, v katerih je naš nastop ocenjevan, v drugih situacijah pa ne odreagiramo na tak način. Testna anksioznost se negativno povezuje z učno uspešnostjo in učinkovitostjo; med pomembne napovednike testne anksioznosti v mladostništvu pa spadajo tudi različne oblike socialne opore pomembnih drugih. S svojo raziskavo smo želeli preučiti povezavo med testno anksioznostjo in dvema oblikama socialne opore; dejansko in pogojno oporo pomembnih drugih. Predpostavke smo preverjali na vzorcu 425 slovenskih dijakov in dijakinj (delež slednjih je 74,8 %), starih med 15 in 21 let. Za pridobivanje podatkov smo uporabili Vprašalnik testne anksioznosti (TAI), Lestvico pogojne opore staršev in učiteljev (PCSS/TCSS) ter Lestvico socialne opore učencev (SSSS). Ugotovili smo, da dekleta poročajo o pogostejšem doživljanju testne anksioznosti kot fantje; da mlajši poročajo o pogostejšem doživljanju testne anksioznosti kot starejši; da gimnazijci poročajo o nižji testni anksioznosti v primerjavi z dijaki poklicnih srednjih šol; da se učni uspeh negativno povezuje s testno anksioznostjo ter da spol moderira omenjeni odnos; da je dejanska opora pomemben negativen, pogojna opora pa pozitiven napovednik testne anksioznosti v mladostništvu. Prišli smo tudi do pomembnega spoznanja, da je pogojna opora učitelja moderator v odnosu med dejansko oporo učitelja in testno anksioznostjo, poleg tega pa smo ugotovili, da pogojna opora testno anksioznost napoveduje v precej večji meri kot dejanska opora, torej da je negativna vrednost pogojne opore za doživljanje testne anksioznosti večja od pozitivne vrednosti dejanske opore.
Keywords:mladostništvo, testna anksioznost, dejanska opora, pogojna opora
Place of publishing:Maribor
Place of performance:Maribor
Publisher:J. Markič
Year of publishing:2024
Number of pages:1 spletni vir (1 datoteka PDF (XII, 114 str.))
PID:20.500.12556/DKUM-89285 New window
UDC:159.922.8:616.89-008.441(043.2)
COBISS.SI-ID:228852227 New window
Publication date in DKUM:13.03.2025
Views:0
Downloads:16
Metadata:XML DC-XML DC-RDF
Categories:FF
:
MARKIČ, Jerneja, 2024, Odnos med testno anksioznostjo ter socialno oporo pomembnih drugih pri mladostnikih: moderatorska vloga pogojne opore : moderatorska vloga pogojne opore [online]. Master’s thesis. Maribor : J. Markič. [Accessed 23 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=89285
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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:18.07.2024

Secondary language

Language:English
Title:The relationship between test anxiety and social support from significant others amongadolescents: the moderating role of conditional support : magistrsko delo
Abstract:The percentage of adolescents overburdened with schoolwork has been rising notably in recent years. Students often seek professional help due to stress-related problems and test anxiety. The latter defines a situational specificity of personality trait that involves increased anxiety in situations in which our performance is being evaluated, whereas in other situations one would not react in the same way. While test anxiety is negatively associated with academic achievement and efficiency, various forms of social support from the part of significant individuals are equally important predictors of test anxiety in adolescence. Our study aimed to examine the relationship between test anxiety and two particular forms of social support: the actual and conditional support from significant individuals. We tested our hypotheses on a sample of 425 Slovenian high school students (of which 74.8% were female) between 15 and 21 years of age. The Test Anxiety Inventory (TAI), the Parent and Teacher Conditional Support Scale (PCSS/TCSS) and the Student Social Support Scale (SSSS) were used to collect data. We have realised the following: girls report experiencing test anxiety more frequently than boys; younger students report experiencing test anxiety more frequently than older ones; grammar school students report lower test anxiety in comparison to vocational school students; academic achievement is negatively associated with test anxiety and gender moderates this relationship; while the actual support represents an important negative, the conditional support signifies a positive predictor of test anxiety in adolescence. We have also come to a compelling conclusion: not only does a teacher's conditional support moderate the relationship between the teacher's actual support and test anxiety, but it also predicts test anxiety to a much greater extent than actual support. Therefore, when it comes to experiencing test anxiety, the negative value of conditional support is greater than the positive value of actual support.
Keywords:adolescence, test anxiety, actual support, conditional support


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