magistrsko delo
Katarina Križan (Author), Zlatka Cugmas (Mentor)

Abstract

Namen magistrskega dela je ugotoviti, ali obstaja povezava med dimenzijami odnosa med učiteljem in učencem ter učenčevim sociometričnim položajem. V teoretičnem delu smo predstavili socialni razvoj otrok, opredelili socialne odnose učencev z vrstniki, vpliv vrstniških odnosov na učenca, njegov sociometrični položaj v razredu in razlike v odnosu med spoloma. Nato smo opredelili odnos med učiteljem in učencem, predstavili njegov pomen, načine merjenja in predstavili načine spodbujanja pozitivnega odnosa. Prav tako smo predstavili povezavo odnosa med učiteljem in učencem z vrstniškimi odnosi. V empiričnem delu smo z učenci (N = 130) izvedli sociometrično preizkušnjo, učitelji (N = 10) pa so izpolnili Lestvico odnosa med učiteljem in učencem. Rezultati so pokazali, da učitelji v povprečju svoj odnos z učenci zaznavajo kot topel in bližnji, kar se kaže z visokimi vrednostmi na dimenziji Bližina in nizkimi vrednostmi na dimenzijah Konflikt in Odvisnost. Rezultati kažejo, da obstajajo tudi razlike med spoloma, in sicer smo zaznali višje vrednosti dimenzij Bližina in Odvisnost pri učenkah. Ugotovili smo, da več kot polovica učencev v razredu zasede srednji sociometrični položaj, razlik med spoloma pa nismo odkrili. Ugotovili smo tudi povezanost sociometričnega položaja z dimenzijo Konflikt, in sicer so bile največje razlike zaznane pri učencih z nizkim sociometričnim položajem.

Keywords

magistrska dela;odnosi;učitelji;učenci;sociometrični položaj;razredni pouk;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [K. Križan]
UDC: 37.064.2(043.2)
COBISS: 232438019 Link will open in a new window
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Downloads: 13
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Other data

Secondary language: English
Secondary title: The Connection Between Teacher-Student Relationship Quality and Student's Sociometric Status in the Classroom
Secondary abstract: The purpose of the master's thesis is to examine whether there is a connection between the dimensions of the teacher-student relationship and the student's sociometric status. In the theoretical part, we presented the social development of children, defined the social relationships of students with their peers, peer relationships, their impact on students, sociometric status and gender differences in relationships. Then we examined teacher-student relationships and their influence on peer relations. In the empirical part, a sociometric test was conducted with students (N = 130), and teachers (N = 10) who completed the Teacher-Student Relationship Scale. The results showed that, on average, teachers perceive their relationship with students as warm and close, which is reflected in high values of Closeness and low values of Conflict and Dependence. The results show that there are also gender differences, namely we detected higher values of the Closeness and Dependency dimensions in female students. We found that more than half of the pupils in the class occupy a mean sociometric position, and no gender differences were detected. We also found a correlation between sociometric position and the Conflict dimension, with the greatest impact observed in students with low sociometric status.
Secondary keywords: master theses;relationships;teachers;students;sociometric status;primary education;Vzgoja in izobraževanje;Odnosi med učitelji in učenci;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 1 spletni vir (1 datoteka PDF (IX, 71 str.))
ID: 25239874