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Title:Vrstniški odnosi v osnovni šoli: odnosi med različnimi vidiki socialne sprejetosti
Authors:ID Ros, Rebeka (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
Files:.pdf MAG_Ros_Rebeka_2016.pdf (1,19 MB)
MD5: A7F50397C4C116C1A8B62D7C20B763DB
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Namen magistrske naloge je bil raziskati odnose med različnimi vidiki socialne sprejetosti. Preučila sem sociometrično strukturo posameznih razredov na razredni stopnji ter učenčevo zaznavanje lastne socialne sprejetosti. Prav tako sem preverila, ali učna uspešnost predstavlja dejavnik združevanja preučevanih učencev v skupine ter v kolikšni meri razredničarke poznajo sociometrično strukturo svojih razredov. V raziskavo sta bila vključena dva četrta in dva peta razreda, skupaj enainosemdeset učencev ter štiri razredničarke. Podatki, ki se navezujejo na sociometrično strukturo razredov, so bili zbrani s sociometrično preizkušnjo. Učenci so odgovorili tudi na vprašanje o pričakovanih pozitivnih izbirah. Ti podatki so dali odgovor na raziskovalno vprašanje, ali preučevani učenci točno ocenjujejo svojo socialno sprejetost. Poznavanje razredničark sociometrične strukture svojega razreda sem preučila z analizo strukturiranega intervjuja. Rezultati so pokazali, da večina učencev, ki spada v sociometrično skupino povprečnih, priljubljenih ali kontroverznih, realno ocenjuje lastno socialno priljubljenost v razredu. Zavrnjeni učenci večinoma precenjujejo stopnjo sprejetosti med vrstniki. Nekateri prezrti učenci dobro zaznavajo lastno socialno sprejetost, medtem ko jo nekateri precenjujejo. Rezultati, ki se navezujejo na učni uspeh, so pokazali, da učni uspeh v preučevanih razredih ne predstavlja dejavnika združevanja učencev v skupine. Analiza intervjujev je pokazala, da samo ena razredničarka pozna sociometrično strukturo svojega razreda.
Keywords:vrstniški odnosi, socialna sprejetost, sociometrična preizkušnja, samopercepcija, učni uspeh
Place of publishing:Maribor
Publisher:[R. Ros]
Year of publishing:2016
PID:20.500.12556/DKUM-64828 New window
UDC:37.064.3-057.874(043.2)
COBISS.SI-ID:22935304 New window
NUK URN:URN:SI:UM:DK:LYYWPLSM
Publication date in DKUM:07.02.2017
Views:2897
Downloads:436
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
ROS, Rebeka, 2016, Vrstniški odnosi v osnovni šoli: odnosi med različnimi vidiki socialne sprejetosti [online]. Master’s thesis. Maribor : R. Ros. [Accessed 13 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=64828
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Secondary language

Language:English
Title:Peer Relationships in Primary School: Relations Between Different Aspects of Social Acceptance
Abstract:The purpose of this dissertation was to explore the relationships between different aspects of social acceptance. The study focussed on the sociometric structure of individual classes in primary school and pupils' awareness of their own social acceptance. It was also tested whether academic achievement presents a factor in the formation of peer groups, and how familiar class teachers are with the sociometric structure of their classes. Two fourth-year classes and two fifth-year-classes were included in the research; 81 pupils and 4 class teachers in total. The data regarding the sociometric structure of the classes was gathered with the help of the sociometric test. The pupils also answered a question about the expected number of positive nominations. This data gave the answer to the research question whether the studied pupils were able to accurately assess their own social acceptance. Class teachers’ awareness of the sociometric structure was studied with the analysis of a structured interview. The results showed that most of the pupils that belong in the average, popular or controversial sociometric group can realistically asses their own popularity in the class. The rejected pupils mostly overestimate the level of social acceptance amongst their peers. Some neglected learners have a good awareness of their social acceptance while some overestimate it. The results regarding the academic achievement showed that it is not a factor in the formation of peer groups. The analysis of the interviews showed that only one class teacher was aware of the sociometric structure of her class.
Keywords:peer relationships, social acceptance, sociometric test, self-perception, academic success


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