Strategije učencev osnovne šole za soočanje z učnim neuspehom

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Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[K. Medija]
UDC:	37.015.3(043.2)
COBISS:	9290313
Views:	1192
Downloads:	198
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Primary students' strategies for coping with school failure
Secondary abstract:	The main problem of my master thesis was to research strategies for coping with the learning failure of Slovene primary school pupils and to explore the relation between these strategies and causal attributions for failure as well as motivation and goal achievement. In the theoretical part I dealt with the problem of pupils’ learning failure. The content refers to the interpretation of the concept of school failure and the factors that lead to it. Stress caused by failure, is one of the most frequent types of stress during the school period. However, a person’s mental health and well-being is more influenced by the way how he copes with failure than the stress itself. Pupils can cope with failure in different ways. Their strategies to solve problems can be effective, but they can also be inefficient and lead to various complications in the pupils’ lives (in terms of learning, mental health, self-confidence etc). In the thesis I presented and described stress theories of different authors. Specifically I outlined strategies, which refer to coping with learning failure. The way of coping is influenced by different factors. I presented differences according to gender, age, learning achievement, motivational goals and attributions for failure or success. I described motivating goals for learning (theoretical background, types) and causal attributions for learning failure or success (theoretical background, interpretation of individual attributions). In the empirical part I surveyed quantitatively the prevalent strategies, motivational goals for learning and causal attributions for learning failure or success of the 5th and 8th graders. 164 pupils from the 5th grade and 149 pupils from the 8th grade participated in the study. The main research instrument was a questionnaire, designed for the research purpose and based on different sources. Using the questionnaire I was trying to find out possible differences according to gender, age and learning achievement. Furthermore, I was interested in the relationship between coping strategies, motivational goals for learning and causal attributions for learning failure or success. The results showed that the surveyed pupils’ most frequent strategy of coping with failure is the strategy of problem-solving. Second most common are the strategies in terms of searching support and assistance from pupils’ parents, teachers and friends. The survey also showed that the use of most strategies varies according to the pupils’ age. Furthermore, boys and girls differ in the use of two strategies: the strategy of help and friends’ support and the strategy of humour. Differences in coping with failure according to learning achievement became apparent only with 5th graders, using the strategy of emotions. The relationship between strategies for coping with failure and attributions is low in most cases. Apparent is the connection between effective strategies and attributions, where pupils experience control over their learning, and vice versa. The research also showed a low correlation between effective strategies for coping with failure and motivational goals for learning, lead by pupils’ thirst for knowledge.
Secondary keywords:	school failure;motivation for studies;achievement motivation;šolski neuspeh;motivacija za učenje;motivacija za uspešnost;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji
Pages:	127 str.
Type (ePrints):	thesis
Title (ePrints):	Primary students' strategies for coping with school failure
Keywords (ePrints):	učenci
Keywords (ePrints, secondary language):	pupils
Abstract (ePrints):	Temeljni problem magistrskega dela je raziskati strategije za soočanje z učnim neuspehom pri slovenskih osnovnošolcih ter preučiti odnos teh strategij do vzročnih atribucij za učni (ne)uspeh in motivacijskih ciljev. V teoretskem delu obravnavam problem učnega neuspeha pri učencih. Vsebina se nanaša na razlago pojmovanja neuspeha v šoli in na dejavnike, ki vodijo do njega. Stres, ki ga povzroča neuspeh, je eden najpogostejših v obdobju šolskega otroka. Vendar na posameznikovo duševno zdravje in dobro počutje bolj vpliva način soočenja s stresom kot stres sam. Učenci se lahko z neuspehom soočajo različno. Njihove strategije so pri reševanju težav lahko učinkovite, lahko pa so tudi neučinkovite ter vodijo do različnih zapletov v učenčevem življenju (v smislu učenja, duševnega zdravja, samozavesti itn.). V delu predstavljam in opisujem teorije stresa po različnih avtorjih. Natančneje opisujem strategije, ki se nanašajo na soočanje z učnim neuspehom. Na način soočanja vplivajo različni dejavniki. Predstavljam razlike v soočanju glede na spol, starost, učno uspešnost, motivacijske cilje ter atribucije za (ne)uspeh. Opisujem motivacijske cilje za učenje (teoretično ozadje, vrste) in vzročne atribucije učne (ne)uspešnosti (teoretično ozadje, razlaga posameznih atribucij). V empiričnem delu kvantitativno raziskujem prevladujoče strategije, motivacijske cilje za učenje ter vzročne atribucije za učni (ne)uspeh učencev 164 5. in 140 8. razreda osnovne šole. Glavni inštrument raziskave je vprašalnik, oblikovan za namen raziskave na podlagi različnih virov. S pomočjo vprašalnika ugotavljam, ali obstajajo razlike med učenci v soočanju z učnim neuspehom glede na spol, starost in učni uspeh; prav tako me zanima povezanost med strategijami soočanja, motivacijskimi cilji za učenje in vzročnimi atribucijami za učni (ne)uspeh. Rezultati kažejo, da je pri anketiranih učencih najbolj pogosta strategija za soočanje z neuspehom strategija reševanja problema, sledijo ji strategije, pri kateri učenci ob neuspehu iščejo podporo in pomoč staršev, učitelja in prijateljev. Raziskava kaže tudi, da se uporaba pri večini strategij razlikuje glede na starost učencev, dečki in deklice pa se razlikujejo v uporabi dveh strategij: strategiji pomoč in podpora prijateljev in strategiji humor. Razlike v soočanju z neuspehom glede na učno uspešnost se kažejo le pri uporabi strategije čustva pri petošolcih. Povezanost med strategijami za soočanje z učnim neuspehom in atribucijami je v večini primerov nizka. Vidna je povezanost med učinkovitimi strategijami in atribucijami, pri katerih učenci zaznajo kontrolo nad svojim učenjem in obratno. Prav tako se v večini primerov kaže nizka povezanost med učinkovitimi strategijami za soočanje z učnim neuspehom in motivacijskimi cilji za učenje, pri katerih vodi učence želja po znanju.
Abstract (ePrints, secondary language):	The main problem of my master thesis was to research strategies for coping with the learning failure of Slovene primary school pupils and to explore the relation between these strategies and causal attributions for failure as well as motivation and goal achievement. In the theoretical part I dealt with the problem of pupils’ learning failure. The content refers to the interpretation of the concept of school failure and the factors that lead to it. Stress caused by failure, is one of the most frequent types of stress during the school period. However, a person’s mental health and well-being is more influenced by the way how he copes with failure than the stress itself. Pupils can cope with failure in different ways. Their strategies to solve problems can be effective, but they can also be inefficient and lead to various complications in the pupils’ lives (in terms of learning, mental health, self-confidence etc). In the thesis I presented and described stress theories of different authors. Specifically I outlined strategies, which refer to coping with learning failure. The way of coping is influenced by different factors. I presented differences according to gender, age, learning achievement, motivational goals and attributions for failure or success. I described motivating goals for learning (theoretical background, types) and causal attributions for learning failure or success (theoretical background, interpretation of individual attributions). In the empirical part I surveyed quantitatively the prevalent strategies, motivational goals for learning and causal attributions for learning failure or success of the 5th and 8th graders. 164 pupils from the 5th grade and 149 pupils from the 8th grade participated in the study. The main research instrument was a questionnaire, designed for the research purpose and based on different sources. Using the questionnaire I was trying to find out possible differences according to gender, age and learning achievement. Furthermore, I was interested in the relationship between coping strategies, motivational goals for learning and causal attributions for learning failure or success. The results showed that the surveyed pupils’ most frequent strategy of coping with failure is the strategy of problem-solving. Second most common are the strategies in terms of searching support and assistance from pupils’ parents, teachers and friends. The survey also showed that the use of most strategies varies according to the pupils’ age. Furthermore, boys and girls differ in the use of two strategies: the strategy of help and friends’ support and the strategy of humour. Differences in coping with failure according to learning achievement became apparent only with 5th graders, using the strategy of emotions. The relationship between strategies for coping with failure and attributions is low in most cases. Apparent is the connection between effective strategies and attributions, where pupils experience control over their learning, and vice versa. The research also showed a low correlation between effective strategies for coping with failure and motivational goals for learning, lead by pupils’ thirst for knowledge.
Keywords (ePrints, secondary language):	pupils
ID:	8310473