magistrsko delo
Mateja Gubenšek (Avtor), Milena Košak Babuder (Mentor), Mojca Poredoš (Komentor)

Povzetek

Učenci so izpostavljeni mnogim izzivom, ki lahko vplivajo na povečano doživljanje stresa. Za uspešno delovanje v življenju je pomembno učinkovito spoprijemanje s stresom in razvitost posameznikove psihološke prožnosti oziroma rezilientnosti. Stres doživljajo do določene mere vsi učenci, vseeno pa so učenci s primanjkljaji na posameznih področjih učenja (v nadaljevanju PPPU) morda bolj dovzetni za doživljanje stresa zaradi specifike primanjkljajev. Učenci s PPPU imajo pogosteje težave pri razvijanju določenih veščin in spretnosti, kar lahko vodi k pogostejšemu poseganju po manj prilagojenih strategijah spoprijemanja s stresom. Pri uspešnem premagovanju stresnih dogodkov ima pomembno vlogo koncept rezilientnosti oziroma psihološke prožnosti, ki opredeljuje posameznikovo značilnost delovanja v obremenjujočih situacijah. Glavni cilj magistrskega dela je bil preučiti tri koncepte: stres, strategije spoprijemanja z njim in rezilientnost pri učencih od 6. do 9. razreda osnovne šole in ugotoviti morebitne razlike v izraženosti teh treh dimenzij med skupinama učencev brez in s PPPU. V empiričnem delu raziskave smo preučevali razlike pri ravni stresa, rabi strategij spoprijemanja in rezilientnosti med skupinama učencev brez in s PPPU s tehniko anketiranja z uporabo treh vprašalnikov: vprašalnika o doživljanju stresa otrok (ang. Stress in Children Questionnaire – SiC), vprašalnika kognitivnega spoprijemanja s čustvi (ang. Cognitive Emotion Regulation Questionaire – CERQ) in Connor-Davidsonove lestvice osebne prožnosti (ang. Connor-Davidson Resilience Scale - CD-RISC). Uporabljena je bila deskriptivna in kavzalna neeksperimentalna metoda raziskovanja ter kvantitativni raziskovalni pristop. Raziskovali smo na priložnostnem vzorcu učencev od 6. do 9. razreda osnovne šole (N = 58), v raziskavo je bilo vključenih 24 ekvivalentnih parov otrok s PPPU in brez. Rezultati so pokazali, da se skupini učencev (s in brez PPPU) pomembno ne razlikujeta v doživljanju stresa, izbiri strategij spoprijemanja s stresom, rezilientnosti ali dimenzijah rezilientnosti. Prav tako na doživljanje stresa niso vplivale povprečne zaključne ocene izbranih predmetov. Za obe skupini smo ugotovili povezanost med dimenzijami rezilientnosti in rezilientnostjo z rezultati na vprašalniku doživljanja stresa. Ugotovljene so bile korelacije med nekaterimi dimenzijami rezilientnosti in doživljanjem stresa pri obeh skupinah učencev. Pri zadnjem raziskovalnem vprašanju smo ugotovili statistično pomembno povezavo med nekaterimi strategijami spoprijemanja (pozitivna preusmeritev, preusmerjanje k načrtovanju, pozitivno prevrednotenje, postavljanje v perspektivo, katastrofiranje) in rezilientnostjo. Čeprav se skupini učencev ne razlikujeta v doživljanju stresa, spoprijemanju z njim ter rezilientnostjo, ti koncepti vplivajo na obe skupini učencev in so povezani. Skupina učencev brez PPPU se je pomembno razlikovala v doživljanju stresa glede na spol in razred udeležencev. Nadalje se je pri skupini učencev brez PPPU zaključna ocena pri angleščini negativno povezovala s strategijo spoprijemanja pozitivna preusmeritev, doživljanje stresa pa se je pozitivno povezovalo s strategijo spoprijemanja ruminiranje ter negativno s strategijo spoprijemanja pozitivno prevrednotenje. Pri učencih s PPPU smo podprli pomembno povezanost spola s strategijo spoprijemanja ruminiranje in zaključne ocene pri matematiki s strategijo spoprijemanja pozitivno prevrednotenje.

Ključne besede

primanjkljaji na posameznih področjih učenja;rezilientnost;spoprijemanje s stresom;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Gubenšek]
UDK: 159.944.4:37.011.3-052(043.2)
COBISS: 156036099 Povezava se bo odprla v novem oknu
Št. ogledov: 14
Št. prenosov: 2
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Stress experience, coping strategies and resilience of students with and without deficits in specific learning areas
Sekundarni povzetek: Students face many challenges that can increase stress. Effective coping with stress is important for success in life, as is the development of individual resilience. All students experience stress to some extent, but students with severe specific learning difficulties may be more susceptible to stressful experiences due to the specifics of their deficits. Students with severe specific learning difficulties are more likely to have difficulties in developing certain skills and are more likely to resort to less adaptive coping strategies in stressful situations. The concept of resilience also plays an important role in successful coping with stressful events, as it defines individual characterictics of functioning in stressful situations. The main aim of the master's thesis was to examine three concepts: stress, coping with stress and resilience in sixth through ninth grade elementary school students and to identify possible differences in these three concepts between groups of students without and with severe specific learning difficulties. In the empirical part of the study, we examined these differences between the two groups of students using a survey technique with three questionnaires, the Stress in Children Questionnaire (SiC), the Cognitive Emotion Regulation Questionnaire (CERQ) and Connor-Davidson Resilience Scale (CD-RISC). A descriptive and causal non-experimental research method and a quantitative research approach were used in this study. We included a sample of sixth through ninth grade elementary students (N = 58) who formed 24 equivalent pairs of students with and without deficits in individual learning areas. Results showed that the two groups of students (with and without severe specific learning difficulties) did not differ significantly in their levels of stress, choice of coping strategies, resilience and the dimensions of resilience. Furthermore, average final grades in the selected subjects were not related to the stress levels. In addition, a correlation was found between the resilience questionnaire scores and dimensions of resilience scores with the stress experience questionnaire scores for both groups, as well as between some of the dimensions of resilience and stress experience. For the last research question, a statistically significant correlation was found between some coping strategies (positive refocusing, refocusing on planning, positive reappraisal, perspective taking, catastrophizing) and resilience. The group of students without severe specific learning difficulties differed significantly in their stress levels according to the respondents' gender and grade. In addition, for the group of students without severe specific learning difficulties, we found a negitive association between the final grade in English and the coping strategy positive reappraisal, while stress level was positively associated with the coping strategy rumination and negatively associated with the coping strategy positive reappraisal. For students with severe specific learning difficulties a significant association was found between gender and the coping strategy rumination, and between final grades in mathematics with the coping strategy positive reappraisal.
Sekundarne ključne besede: severe specific learning difficulties;resilience;coping;stress;Stres (psihologija);Učenci;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika Posebne razvojne in učne težave
Strani: 1 spletni vir (1 datoteka PDF (110 str.))
ID: 19283232