Osebnostne značilnosti gluhih in naglušnih učencev v večinski osnovni in srednji šoli in njihova povezanost z učno uspešnostjo

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Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[H. Kastelic]
UDC:	376.1-056.263(043.2)
COBISS:	9251145
Views:	872
Downloads:	341
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils in mainstream primary and secondary school
Secondary abstract:	This thesis deals with personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils and students in mainstream primary and secondary school. The theoretical part defines learning efficiency and focuses on the most significant factors of learning efficiency, including also personality characteristics of an individual. This thesis represents the idea of inclusion and its advantages and disadvantages and suggests to what extent it is present in our schools. The main topic of theoretical part is the description of characteristics of deaf and partially deaf people. The emphasis is on the same development potential of the deaf and partially deaf individuals in comparison to their hearing colleagues, although the differences between the two groups often occur due to issues of deaf and partially deaf individuals regarding the adoption of language, speech and communication. The above mentioned characteristics may affect the learning efficiency of deaf and partially deaf children in comparison to their hearing colleagues. The empirical part of the thesis presents the process and the results of my research, through which I wanted to find out: if the personality dimensions of deaf and partially deaf pupils in mainstream primary school differ from the personality dimensions of deaf and partially deaf students in mainstream secondary school; if their personality dimensions differ from the norms of mainstream youth population; if deaf and partially deaf pupils in mainstream primary school are more successful than deaf and partially deaf students in mainstream secondary school; and if their diligence significantly affects their grades. I used the standardized Questionnaire about interpersonal differences for children and adolescents (Zupančič and Kavčič, 2009) to define their personality characteristics and was given data about the final grades of included adolescents by schools. Twenty deaf and partially deaf pupils (from 6th to 9th grade) from mainstream primary schools and 25 deaf and partially deaf students (from 1st to 4th year) from mainstream secondary schools took part in the research. The research shows that deaf and partially deaf students in secondary school have a higher level of neuroticism than deaf and partially deaf pupils in primary school and deaf and partially deaf girls have a higher level of neuroticism compared to the norms of mainstream population of girls. Deaf and partially deaf pupils in primary school are compared to deaf and partially deaf students in secondary school more successful only at Slovene lessons; however, there are no significant differences among other grades between the two groups. Diligence showed to be significant with regard to the final grade at Slovene lessons for deaf and partially deaf students in secondary school.
Secondary keywords:	aurally handicapped;deaf;achievement gain;individual characteristics;naglušni;gluhi;šolska uspešnost;individualna karakteristika;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	69 str.
Type (ePrints):	thesis
Title (ePrints):	Personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils in mainstream primary and secondary school
Keywords (ePrints):	gluhi in naglušni
Keywords (ePrints, secondary language):	deaf and partially deaf
Abstract (ePrints):	V diplomskem delu obravnavam povezanost med osebnostnimi značilnostmi gluhih in naglušnih učencev (GNU) v večinski osnovni šoli in dijakov (GND) v srednji šoli ter njihovo učno uspešnostjo. V teoretičnem uvodu opredelim učno uspešnost in izpostavim najpomembnejše dejavnike učne uspešnosti, med katere spadajo tudi osebnostne značilnosti posameznika. Predstavim idejo inkluzije, njene prednosti in pomanjkljivosti, in se sprašujem, v kolikšni meri se udejanja v naših šolah. Osrednja tema teoretičnega dela je opis značilnosti gluhih in naglušnih. Poudarim, da imajo gluhi in naglušni posamezniki v primerjavi s slišečimi vrstniki enake razvojne potenciale. Razlike med obema skupinama se pogosto izrazijo zaradi težav gluhih in naglušnih na področju usvajanja jezika, govora in komunikacije. Omenjene značilnosti lahko vplivajo na nižjo učno uspešnost gluhih in naglušnih otrok v primerjavi s slišečimi vrstniki. V empiričnem delu diplomskega dela predstavim potek in rezultate raziskave, v kateri me je zanimalo, ali se osebnostne dimenzije GNU v večinski osnovni šoli razlikujejo od osebnostnih dimenzij GND v večinski srednji šoli; ali se njihove osebnostne dimenzije razlikujejo od norm večinske populacije mladostnikov; ali so GNU v večinski osnovni šoli učno uspešnejši kot GND v večinski srednji šoli in ali se vestnost pomembno povezuje z njihovimi ocenami. Za ugotavljanje osebnostnih značilnosti sem uporabila standardiziran Vprašalnik o medosebnih razlikah pri otrocih in mladostnikih (VMR-OM, Zupančič in Kavčič, 2009), na šolah pa sem pridobila podatke o zaključnih ocenah vključenih mladostnikov. V raziskavi je sodelovalo 19 GNU iz večinskih osnovnih šol (od 6. do 9. razreda) in 25 GND iz večinskih srednjih šol (od 1. do 4. letnika). Rezultati so pokazali, da so imeli GND v srednji šoli višjo stopnjo nevrocitizma kot GNU v osnovni šoli, gluha in naglušna dekleta so imela višjo stopnjo nevrocitizma v primerjavi z normami večinske populacije deklet. GNU v osnovni šoli so bili v primerjavi z GND v srednji šoli učno uspešnejši le pri slovenščini, med ostalimi ocenami med skupinama nisem ugotovila pomembnih razlik. Vestnost se je pomembno povezovala z zaključno oceno pri slovenščini pri GND v srednji šoli.
Abstract (ePrints, secondary language):	This thesis deals with personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils and students in mainstream primary and secondary school. The theoretical part defines learning efficiency and focuses on the most significant factors of learning efficiency, including also personality characteristics of an individual. This thesis represents the idea of inclusion and its advantages and disadvantages and suggests to what extent it is present in our schools. The main topic of theoretical part is the description of characteristics of deaf and partially deaf people. The emphasis is on the same development potential of the deaf and partially deaf individuals in comparison to their hearing colleagues, although the differences between the two groups often occur due to issues of deaf and partially deaf individuals regarding the adoption of language, speech and communication. The above mentioned characteristics may affect the learning efficiency of deaf and partially deaf children in comparison to their hearing colleagues. The empirical part of the thesis presents the process and the results of my research, through which I wanted to find out: if the personality dimensions of deaf and partially deaf pupils in mainstream primary school differ from the personality dimensions of deaf and partially deaf students in mainstream secondary school; if their personality dimensions differ from the norms of mainstream youth population; if deaf and partially deaf pupils in mainstream primary school are more successful than deaf and partially deaf students in mainstream secondary school; and if their diligence significantly affects their grades. I used the standardized Questionnaire about interpersonal differences for children and adolescents (Zupančič and Kavčič, 2009) to define their personality characteristics and was given data about the final grades of included adolescents by schools. Twenty deaf and partially deaf pupils (from 6th to 9th grade) from mainstream primary schools and 25 deaf and partially deaf students (from 1st to 4th year) from mainstream secondary schools took part in the research. The research shows that deaf and partially deaf students in secondary school have a higher level of neuroticism than deaf and partially deaf pupils in primary school and deaf and partially deaf girls have a higher level of neuroticism compared to the norms of mainstream population of girls. Deaf and partially deaf pupils in primary school are compared to deaf and partially deaf students in secondary school more successful only at Slovene lessons; however, there are no significant differences among other grades between the two groups. Diligence showed to be significant with regard to the final grade at Slovene lessons for deaf and partially deaf students in secondary school.
Keywords (ePrints, secondary language):	deaf and partially deaf
ID:	8310289