| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

Show document

Title:Pogostost doživljanja učnih emocij pri osnovnošolcih v povezavi s kognitivno samopodobo
Authors:Školnik, Jadranka (Author)
Bakračevič Vukman, Karin (Mentor) More about this mentor... New window
Files:.pdf UNI_Skolnik_Jadranka_2009.pdf (618,57 KB)
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Organization:FF - Faculty of Arts
Abstract:V diplomski nalogi je bil namen ugotoviti, katera čustva doživljajo osnovnošolci v zvezi s šolo (t. i. učne emocije), pogostost doživljanja posameznih učnih emocij in počutje osnovnošolcev v šoli. Pri tem me je zanimala vloga spola, starosti in splošnega učnega uspeha. Ugotavljala sem tudi, kakšna je kognitivna samopodoba pri osnovnošolcih na splošnem, verbalnem in logično-matematičnem področju glede na spol, starost in splošni učni uspeh. Prav tako je bil namen ugotoviti, ali obstaja povezanost med čustvovanjem osnovnošolcev in posameznimi področji kognitivne samopodobe. Uporabljena je bila deskriptivna in kavzalno-neeksperimentalna metoda empiričnega pedagoškega raziskovanja. Anketni vprašalnik je izpolnilo 110 učencev šestih in devetih razredov osnovnih šol v Mariboru. Za obdelavo podatkov je bil uporabljen - preizkus, t-test in Pearsonov koeficient korelacije. Rezultati so pokazali, da osnovnošolci pogosteje doživljajo pozitivne kot negativne emocije ter da obstajajo razlike v pogostosti doživljanja učnih emocij glede na spol, starost in splošni učni uspeh. Pri oceni, kako se počutijo osnovnošolci v šoli, se razlike niso pokazale. Pri kognitivni samopodobi obstajajo statistično značilne razlike med osnovnošolci na splošnem in logično-matematičnem področju glede na starost in splošni učni uspeh, ne pa glede na spol. Na verbalnem področju kognitivne samopodobe obstajajo razlike samo v splošnem učnem uspehu. Izkazalo se je tudi, da so vsa tri področja kognitivne samopodobe statistično pomembno povezana s čustvovanjem učencev.
Keywords:čustva, kognitivno-emocionalna interakcija, učne emocije, šola, kognitivna samopodoba (splošno, verbalno in logično-matematično področje)
Year of publishing:2009
Publisher:[J. Školnik]
Source:Maribor
UDC:159.9(043.2)
COBISS_ID:16882184 Link is opened in a new window
NUK URN:URN:SI:UM:DK:EP4UXHXC
Views:2646
Downloads:253
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
:
  
Average score:(0 votes)
Your score:Voting is allowed only for logged in users.
Share:AddThis
AddThis uses cookies that require your consent. Edit consent...

Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

Secondary language

Language:English
Title:Frequency of experiencing learning emotions with pupils at primary school in the connection with cognitive self-image
Abstract:The purpose of the Thesis was to find out what emotions do primary school pupils experience according to school (the so called learning emotions), frequency of their separate learning emotions experiences as well as how primary school pupils feel at school; all these was researched considering the role of sex, age and final learning result. I was also trying to find out the cognitive self-image in primary school pupils on general, verbal and logical-mathematical field according to their sex, age and final learning result, as well as possible connection between primary school pupils' feelings and separate fields of cognitive self-image. The descriptive and causal-nonexperimental method of empirical pedagogical research was used. The poll was completed by 110 sixth- and ninthgraders of two primary schools in Maribor. For the data processing we used - test, t-test and Pearson's correlation coefficient. The results showed that primary school pupils more often experience positive than negative emotions and that there are differences in frequency of experiencing learning emotions according to sex, age and final learning result. No differences showed up between them about how they feel at school. In their cognitive self-image there are statistically typical differences between pupils on general and logical-mathematical field according to their age and final learning result, but not according to their sex. On verbal field of their cognitive self-image there are differences in final learning results only. It also showed up, that all three fields of cognitive self-image are statistically significantly connected with pupils' emotions.
Keywords:emotions, cognitive-emotional interaction, learning emotions, school, cognitive self-image (general, verbal and logical-mathematical field)


Comments

Leave comment

You have to log in to leave a comment.

Comments (0)
0 - 0 / 0
 
There are no comments!

Back
Logos of partners University of Maribor University of Ljubljana University of Primorska University of Nova Gorica