Razvitost kompetence učenje učenja pri dijakih poklicnih šol

magistrsko delo

Tamara Funčič Masič (Avtor), Karin Bakračevič Vukman (Mentor), Majda Schmidt (Komentor)

Povzetek

V raziskavi sem primerjala razvitost kompetence učenje učenja med dijaki vključenimi v programe srednjega poklicnega izobraževanja in iskala razlike med dijaki s posebnimi potrebami in ostalimi dijaki, razlike po spolu, po letnikih izobraževanja ter razlike glede na vključenost v različne izobraževalne programe. Kompetenca učenje učenja se izraža v zmožnosti samostojno poiskati in uresničevati možnosti za učenje, organizirati lastno učenje na način, ki posamezniku najbolj ustreza. Vključuje zavedanje o lastnem učnem procesu in potrebah, prepoznavanje priložnosti in zmožnost za avtorefleksijo in premagovanje ovir. Poleg kognitivnih in metakognitivnih strategij ima na kakovost procesa učenja odločilen vpliv motivacija, zaupanje vase, samopodoba in emocionalni odnos posameznika, saj ti dejavniki kvalitativno in kvantitativno določajo proces učenja. Dijaki so izpolnili tri vprašalnike: vprašalnik MSLQ - the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia & McKeachie, 1991), ki meri motivacijo za učenje ter uporabo kognitivnih in metakognitivnih strategij pri učenju, vprašalnik emocionalnega nadzora (Takšič 2001) ter vprašalnik kontrole oziroma samoregulacije pozornosti (Schwarzer, Diehi, Schmitz, 1999). Rezultatiso pokazali, da imajo dijaki s posebnimi potrebami slabšo samopodobo kot ostali dijaki in da ocenjujejo, da njihovo razpoloženje močno vpliva na proces učenja, vendar kažejo večjo vztrajnost pri doseganju zastavljenih ciljev. Razlike po spolu potrjujejo izsledke nekaterih predhodnih raziskav, da imajo dekleta višjo motivacijo, si bolje organizirajo okolje za učenje, prej poiščejo pomoč in izkazujejo bolj pozitivno samopodobo kot fantje. Nanje bolj negativno vplivata čustvi žalosti in strahu, ki povzroči verbalno blokado. Fantje više ocenjujejo svojo osredotočenost kot dekleta, glavni distraktorji so predvsem slabo razpoloženje, jeza in večja testna anksioznost kot pri dekletih. Analiza rezultatov glede na letnik izobraževanja razkriva zaskrbljujoče rezultate, saj kaže, da samopodoba ter dejavniki zunanje in notranje motivacije z leti izobraževanja upadajo. Dijaki zaključnih letnikov tudi v manjši meri uporabljajo strategije organizacije učne snovi, manj vestno obiskujejo pouk kot dijaki 1. letnikov in tudi v manjši meri prevzemajo odgovornost za uspešnost učenja nase. Testna anksioznost je najvišja v 1. letniku, kasneje pa upada. Dobljeni rezultati so v nasprotju s strategijo vseživljenjskega učenja in zahtevajo dodatno preučevanje in ukrepanje. Pri preučevanju razlik med dijaki vključenimi v različne poklicne izobraževalne programe, se razlike, ki se kažejo med njimi, ujemajo predvsem z razlikami izkazanimi glede na letnik, spol ali odločbo o posebnih potrebah dijakov.

Ključne besede

psihologija;učenje učenja;dijaki s posebnimi potrebami;samopodoba;motivacija;kognitivne strategije;metakognitivne strategije;magistrska dela;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2009
Izvor:	Sežana
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UM FF - Filozofska fakulteta
Založnik:	[T. Funčič Masič]
UDK:	159.953:373.5(043.2)
COBISS:	16989960
Št. ogledov:	5547
Št. prenosov:	965
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni povzetek:	In my survey I compared the development of the competence learning to learn among students in secondary vocational education. I looked for differences among students with special needs and other students according to gender, study year and study program. The competence learning to learn is the ability to look independently for learning possibilities and to organize learning the way that suits somebody the best. It includes awareness about one's own learning process and needs, recognition of opportunities and the ability of autoreflection and overcoming of difficulties. Beside cognitive and metacognitive strategies, the most common influences on learning process are motivation, self-confidence, self-concept and one's emotional relationship. These factors qulitatively and quantitatively determine the process of learning. The students filled out three questionnaires: the questionnaire MSLQ - the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia & McKeachie, 1991), which measures learning motivation and the use of cognitive and metacognitive strategies by learning, the questionnaire of emotional control (Takšič 2001) and the questionnaire of control and selfregulation of attention (Schwarzer, Diehi, Schmitz, 1999). The results showed that the students with special needs have lower self-concept than the other students. They also estimate that their temper strongly influences their process of learning, yet they show better persistence by achieving goals. The differences according to gender confirm the results of some previous researches: girls have a higher motivation, they are better in organizing their learning environment, they look for help sooner and they show a more positive self-concept than boys. Sadness and anxiety have a negative influence on girls and they provoke verbal blocade. Boys however estimate their ability to focus on something better than the girls. The biggest distractors for them are a bad mood, anger and higher test anxiety than by the girls. The analysis of results according to the study year is more worrying, because it shows that self-concept and motivation decrease throughout the years of education. The final year students are less likely to use the strategies of organizing the learning material and they are less conscientious about attending classes than the first year students. They also do not assume responsibility for successful learning. Test anxiety is most often present in the first year of education and it decreases in the following years. These results are in contradiction with the strategy of lifelong learning and they require additional research and actions. By studying the differences among students involved in different vocational study programs, the differences match with those according to the study year, gender and order of special needs.
Sekundarne ključne besede:	psychology;learning to learn;students with special needs;self-concept;motivation;cognitive strategies;metacognitive strategies;thesis;Univerzitetna in visokošolska dela;
URN:	URN:SI:UM:
Vrsta dela (COBISS):	Magistrsko delo
Komentar na gradivo:	Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko, didaktiko in psihologijo
Strani:	224 f.
Ključne besede (UDK):	philosophy;psychology;filozofija;psihologija;psychology;psihologija;higher mental processes;višji mentalni procesi;social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;kinds of school providing general education;vrste šol;ki zagotavljajo splošno izobrazbo;
ID:	17866