magistrsko delo
Nuša Jurinec (Author), Katja Košir (Mentor)

Abstract

Namen magistrskega dela je preveriti povezanost razredne klime s socialno sprejetostjo učencev. Sodelovalo je 124 učencev (51,6 % deklic in 48,4 % dečkov) iz devetih razredov drugega triletja in njihovi razredniki. Pri učencih sem uporabila vprašalnik razredne klime Moj razred in sociometrično preizkušnjo z dodanim vprašanjem o številu pričakovanih izbir. Učitelji so prav tako izpolnili vprašalnik o razredni klimi in podali oceno socialne sprejetosti za vsakega izmed učencev. Rezultati so pokazali statistično pomembno povezanost med stopnjo zaznanih medosebnih odnosov, kot kategorijo razredne klime, in socialno preferenčnostjo oziroma všečnostjo učencev med vrstniki, in sicer učenci z višjo socialno preferenčnostjo zaznavajo medosebne odnose v razredu višje kot učenci z nižjo socialno preferenčnostjo. V deležu zastopanosti posameznega sociometričnega položaja glede na zaznano ugodno oziroma manj ugodno razredno klimo (medosebni odnosi in osebnostni razvoj) ni bilo statistično pomembnih razlik, izkazalo pa se je, da je v razredih, v katerih učenci zaznavajo ugodnejšo razredno klimo, več pozitivnih vzajemnih izbir in manj negativnih vzajemnih izbir in manj osamljenih učencev (učencev brez vzajemnih izbir). Rezultati so prav tako pokazali, da učenci, ki zaznavajo v razredu ugodnejšo klimo, ne ocenjujejo lastne socialne sprejetosti točneje v primerjavi z učenci, ki v razredu zaznavajo manj ugodno klimo.

Keywords

razredna klima;socialna sprejetost učencev;medosebni odnosi;osebnostni razvoj;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [N. Jurinec]
UDC: 37.06:37.015.38043.2)
COBISS: 34449155 Link will open in a new window
Views: 724
Downloads: 229
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Other data

Secondary language: English
Secondary title: ǂThe ǂrelationship between classroom climate and social acceptance of students
Secondary abstract: The purpose of the master's thesis was to investigate the relationship between the classroom climate and the social acceptance of students. 124 students (51.6 % girls and 48.4 % boys) from nine classes of the second triennium and their class teachers participated. For the students, I used the My Classroom Climate Questionnaire and a sociometric test with an added question about the number of expected choices. Teachers also completed a classroom climate questionnaire and provided an assessment of social acceptance for each of the students. The results showed a statistically significant correlation between the level of perceived interpersonal relationships, as a category of classroom climate, and social preference or liking of students among peers - students with higher social preference perceive interpersonal relationships in the class higher than students with lower social preference. There were no statistically significant differences in the percentage of individual sociometric position in terms of perceived favourable or less favourable classroom climate (interpersonal relationships and personal development), but it turned out that in classes where students perceive a more favourable classroom climate, there are more positive mutual choices and less negative peer choices and less isolated students (students without mutual choices). The results also showed that students who perceive a more favourable climate in the classroom do not assess their own social acceptance more accurately compared to students who perceive a less favourable climate in the classroom.
Secondary keywords: master theses;classroom climate;social acceptance of students;interpersonal relationships;personality development;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 84 str.
ID: 11979914