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Title:Zaznana opora vrstnikov in kakovost odnosa z učitelji v povezavi z učno zavzetostjo in učnimi dosežki nadarjenih učencev : magistrsko delo
Authors:ID Indžić, Maša (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
ID Špes, Tanja (Comentor)
Files:.pdf MAG_Indzic_Masa_2024.pdf (1,21 MB)
MD5: ADBBE9D87AA7696802C85870773CAB91
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Nadarjeni učenci so po slovenski zakonodaji učenci, ki izkazujejo visoko nadpovprečne sposobnosti mišljenja ali izjemne dosežke na posameznih učnih področjih, v umetnosti ali športu. Kot taki se torej razlikujejo od učencev, ki niso bili prepoznani kot nadarjeni. Raziskave kažejo, da so nadarjeni učenci v primerjavi z normativnimi bolj zavzeti pri učenju in imajo višje učne dosežke. Za uspešno sodelovanje pri učenju pa vsi učenci potrebujejo različne vrste opore, tako s strani učiteljev kot s strani vrstnikov. Podatki so bili zbrani v okviru projekta Socialni kontekst kot dejavnik medvrstniškega nasilja, ki je bil izveden na 118 slovenskih osnovnih šolah. V naš vzorec smo vključili 6019 učencev, od tega 5030 normativnih učencev (83,57 %) in 989 nadarjenih učencev (16,43 %). Potrdili smo, da so nadarjeni učenci v primerjavi z normativnimi vrstniki učno bolj uspešni in zavzeti. Nadarjeni fantje v primerjavi z normativnimi fanti zaznavajo več vrstniške opore, nadarjena dekleta pa se od normativnih deklet v tem pogledu ne razlikujejo. Nadarjeni učenci v primerjavi z normativnimi poročajo o višji vrednosti pozitivnega vidika kakovosti odnosov z učitelji. Dodatno nadarjeni fantje v primerjavi z normativnimi fanti ter nadarjena dekleta v primerjavi z normativnimi dekleti poročajo o nižji vrednosti negativnega vidika kakovosti odnosov z učitelji. Odkrili smo, da obstaja pozitivna povezava med učno uspešnostjo nadarjenih učencev in pozitivnim vidikom kakovosti odnosa z učitelji. Prav tako pri nadarjenih dekletih obstaja negativna povezava med učno uspešnostjo in negativnim vidikom kakovosti odnosa z učitelji. Tudi učna zavzetost se pri nadarjenih učencih pozitivno povezuje s pozitivnim vidikom kakovosti odnosa z učitelji. Obstaja tudi negativna povezava učne zavzetosti z negativnim vidikom kakovosti odnosa z učitelji in pozitivna povezava učne zavzetosti z zaznano oporo vrstnikov pri nadarjenih. Naša raziskava ponuja uvid v socialne in učne vidike nadarjenih učencev v slovenskem šolskem okolju in lahko služi kot izhodiščna točka za nadaljnje raziskovanje in oblikovanje intervencij z namenom, da bi nadarjeni učenci svoj potencial dosegali v večji meri.
Keywords:nadarjeni učenci, opora vrstnikov, kakovost odnosa z učitelji, učna zavzetost, učni dosežki
Place of publishing:Maribor
Place of performance:Maribor
Publisher:M. Indžić
Year of publishing:2024
Number of pages:1 spletni vir (1 datoteka PDF (XI, 107 str.))
PID:20.500.12556/DKUM-89390 New window
UDC:159.924:376(043.2)
COBISS.SI-ID:228834819 New window
Publication date in DKUM:13.03.2025
Views:0
Downloads:15
Metadata:XML DC-XML DC-RDF
Categories:FF
:
INDŽIĆ, Maša, 2024, Zaznana opora vrstnikov in kakovost odnosa z učitelji v povezavi z učno zavzetostjo in učnimi dosežki nadarjenih učencev : magistrsko delo [online]. Master’s thesis. Maribor : M. Indžić. [Accessed 23 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=89390
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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:06.07.2024

Secondary language

Language:English
Title:Perceived peer support and relationship quality with teachers in relation to the academic engagement and achievement of gifted students
Abstract:According to Slovenian legislation, gifted students are students who display thinking abilities that are highly above the average or exceptional achievements in individual learning areas, in art, or sports. They differentiate as such from the students who are not recognized as gifted. Research show gifted students are more involved in learning and have higher academic achievements compared to normative ones. But to cooperate successfully, all students need various kinds of support such as from teachers as well as from peers. Data has been collected in terms of the project Social Context as the Factor of Peer Violence (Socialni kontekst kot dejavnik medvrstniškega nasilja) which was conducted in 118 Slovenian primary schools. 6019 students were included in the sample, 5030 normative students (83.57%) and 989 gifted students (16.43%). We confirmed that gifted students are didactically more successful and involved compared to normative students. Gifted boys perceive more peer support compared to normative boys, whereas gifted girls do not differentiate from normative girls in this regard. Gifted students report of higher value of the positive aspect of the relationship quality with teachers compared to normative ones. Additionally, gifted boys and gifted girls report lower value of the negative aspect of the relationship quality with teachers compared to normative boys and normative girls. We discovered there is a positive connection between the academic performance of gifted students and the positive aspect of the relationship quality with teachers. There is also a negative connection with gifted girls between academic performance and the negative aspect of the relationship quality with teachers. Academic engagement in gifted students is also positively connected with the positive aspect of the relationship quality with teachers. There is also a negative connection of academic engagement with the negative aspect of the relationship quality with teachers and a positive connection of academic engagement with perceived peer support in gifted students. Our research offers insight into the social and academic aspects of gifted students in a Slovenian school environment and can serve as a starting point in further research and design of interventions with the aim for gifted students to achieve their potential to a greater extent.
Keywords:gifted students, peer support, relationship quality with teachers, academic engagement, academic achievements


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