doktorska disertacija
Tanja Černe (Avtor), Mojca Juriševič (Mentor)

Povzetek

Mlajši mladostniki z disleksijo zaradi nevropsiholoških in nevrofizioloških vzrokov ne dosegajo izobrazbenih dosežkov, ki bi bili skladni z njihovimi sposobnostmi, ker jih primarni primanjkljaji pomembno ovirajo pri usvajanju kognitivnih, metakognitivnih, samodeterminacijskih in motivacijskih učnih spretnosti. Posledično razvijajo sekundarne čustvene težave in šibko samopodobo na področju učenja in pozneje kot njihovi vrstniki dosegajo šolsko samostojnost ter izobrazbeno kompetenco. V doktorskem delu smo s kombiniranim raziskovalnim pristopom preučili izbrane dimenzije učne motivacije (cilji, interesi, zunanje spodbude, samoučinkovitost, atribucije, samopodoba, zunanja učna regulacija, introjicirana učna regulacija, identificirana učna regulacija, notranja učna regulacija) v skupini mlajših mladostnikov z disleksijo, ki obiskujejo sedmi, osmi in deveti razred osnovne šole, pri predmetu slovenščina, in sicer na osnovi eksperimentalne metode pedagoškega raziskovanja. Podatke smo zbrali s pomočjo vprašalnikov za učence, izvajalce in starše ter dokumentov (poročila o učnem uspehu, strokovna mnenja, odločbe o usmeritvi, individualizirani programi, evalvacija individualiziranih programov). Izvedli smo kvazieksperiment z dvema eksperimentalnima skupinama in kontrolno skupino v naravnih pogojih, pri čemer smo v eni skupini izvedli intervencijski trening učne samodeterminacije, v drugi pa intervencijski trening metakognitivnih bralnih učnih strategij. Intervencijska treninga sta potekala tri mesece. V obe eksperimentalni skupini je bilo vključenih 66 mladostnikov, ki so bili usmerjeni v izobraževalni program s prilagojenim izvajanjem in z dodatno strokovno pomočjo. Kontrolno skupino je predstavljalo 27 mladostnikov, ki imajo dodatno strokovno pomoč, a niso bili deležni dodatnega intervencijskega treninga. V raziskavo so bili vključeni tudi izvajalci dodatne strokovne pomoči in starši sodelujočih mladostnikov. Po šestih mesecih smo testiranje ponovili in na podlagi multivariatne analize podatkov, pojasnili vpliv tipa intervencijskega treninga na izbrane dimenzije učne motivacije. Ugotovili smo, da sta imela oba intervencijska treninga pomemben statističen vpliv (porast) na nekatere dimenzije učne motivacije in metakognitivne spretnosti in sicer neposredno po izvedenem treningu; učinek se je obdržal tudi šest mesecev po koncu treninga. Intervencijski trening učne samodeterminacije je imel vpliv na samozagovorniške in samodeterminacijske spretnosti med vsemi tremi meritvami; po mnenju izvajalcev dodatne strokovne pomoči se je po koncu treninga okrepil, po mnenju staršev pa obdržal. Po mnenju izvajalcev dodatne strokovne pomoči sta imela oba intervencijska treninga pomemben statistični vpliv na zmanjšanje kognitivnih primanjkljajev, značilnih za disleksijo ter na nekatere druge dimenzije učne motivacije. Pri obeh treningih smo ugotovili tudi praktično pomembnost pridobljenih rezultatov razlik med skupinami in sicer kot visoko, zmerno in nizko velikost učinka na nekatere dimenzije učne motivacije in metakognitivne spretnosti. Tip intervencijskega treninga pa ni imel vpliva na učno uspešnost mlajših mladostnikov pri predmetu slovenščina, ker je v obdobju treh mesecev težko izmeriti spremembo učnega uspeha, posebej, ker gre za skupino mladostnikov z najtežjimi oblikami primanjkljajev na posameznih področjih učenja, ki predstavljajo dejavnik tveganja za razvoj učne neuspešnosti. Na podlagi analize dokumentov smo ugotovili, da področja učne motivacije, samodeterminacije in metakognicije niso bila ustrezno prepoznana in podrobneje opredeljena. Znanstveni prispevek doktorskega dela je v natančnejšem razumevanju in pojasnjevanju dinamike razvoja učne motivacije mlajših mladostnikov z disleksijo, aplikativen prispevek pa na področju učinkovitejših specialnopedagoških intervencij ter izvedb izobraževanj in usposabljanj za učitelje in izvajalce dodatne strokovne pomoči z omenjenih področij.

Ključne besede

učna motivacija;mlajši mladostniki;intervencijski trening učne samodeterminacije;intervencijski trening metakognitivnih bralnih učnih strategij;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.08 - Doktorska disertacija
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [T. Černe]
UDK: 376.1-056.264:37.015.3(043.2)
COBISS: 15736067 Povezava se bo odprla v novem oknu
Št. ogledov: 474
Št. prenosov: 85
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: The impact of intervention training type on learning motivation of younger adolescents with dyslexia
Sekundarni povzetek: Due to neuropsychological and neurophysiological causes, educational performance of younger adolescents with dyslexia is below their abilities, as their primary deficits significantly hinder their acquisition of cognitive, metacognitive, self-determination and motivational learning strategies. As a consequence, these students develop secondary emotional difficulties and low learning self-esteem, and when compared to their peers, they need more time to become independent students and competent learners. This doctoral thesis employed a mixed methods research to study some selected dimensions of learning motivation (goals, interests, external stimulation, attribution, self-esteem, self-efficacy, extrinsic learning motivation, introjected learning motivation, intrinsic and identified learning motivation) in a group of younger adolescents with dyslexia attending the Slovenian language classes in primary school (seventh to ninth grade), based on the experimental method of pedagogic research. The data were collected through questionnaires for students, providers of additional professional assistance and parents, and through other documents (learning achievement reports, expert opinions, official decisions, individualized programs, evaluation of individualized programs). A quasi-experiment was conducted in two experimental groups and a control group operating in natural conditions, with one group undergoing the intervention self-determination training, and the other group undergoing the intervention metacognitive reading strategy learning training. Intervention trainings lasted three months. Both experimental groups involved 66 adolescents, included in the customized primary school curriculum with additional professional assistance. The control group included 27 adolescents with additional professional assistance who did not undergo any additional intervention training. The research included providers of additional professional assistance and parents of the participating adolescents. After six months, testing was repeated and the multivariate analysis used to explain how the type of intervention training influenced the selected dimensions of learning motivation. We ascertained that both intervention trainings were statistically relevant (growth) with some dimensions of learning motivation and metacognitive skills, directly after the training. The effect lasted up to six months after the training. Intervention self-determination training influenced also self-advocacy and self-determination skills in the period between all three measurements. According to providers of additional professional assistance, this effect further increased after the training, while parents believe it retained the same level. Providers of additional professional assistance believe that both intervention trainings significantly reduced cognitive deficits, characteristic of dyslexic adolescents, and influenced also some other dimensions of learning motivation. In both types of training, we also found the practical importance of the difference in acquired results among groups, as high, moderate and low effect size on some dimensions of learning motivation and metacognitive skills.The type of intervention training, on the other hand, had no influence over the learning performance of younger adolescents in Slovenian language since the change in learning performance is difficult to measure in the time span of three months, particularly in a group of adolescents with the most severe deficits in individual areas of learning which are risk factors in the development of learning failure. Based on the analysis of the documents, we found that the areas of learning motivation, self-determination and metacognition were not adequately identified and defined. This doctoral thesis makes a scientific contribution to a more thorough understanding and explanation of the learning motivation development dynamics in younger adolescents with dyslexia, and applied contribution to more effective special teaching interventions for teachers and providers of additional professional assistance for these areas.
Sekundarne ključne besede: motivation for studies;dyslexia;motivacija za učenje;disleksija;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Doktorsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak.
Strani: XI, 423 str.
ID: 11699162