magistrsko delo
Sabina Grom (Avtor), Simona Prosen (Mentor), Helena Smrtnik Vitulić (Komentor)

Povzetek

V magistrskem delu sem raziskala področji izražanja in uravnavanja čustev jeze, strahu in žalosti pri učiteljih v prilagojenem programu vzgoje in izobraževanja z nižjim izobrazbenim standardom. Najprej sem se osredotočila na opredelitev in pomen čustev ter značilnosti čustev in njihovo klasifikacijo. Opisala sem najbolj razširjene razlage čustev. Nato sem se osredotočila na čustva jeze, strahu in žalosti ter njihove značilnosti. Opisala sem čustveno zavedanje, izražanje in uravnavanje čustev, s poudarkom na strategijah uravnavanja čustev ter njihovi učinkovitosti. Ker sem proučevala čustva učiteljev v prilagojenem programu vzgoje in izobraževanja z nižjim izobrazbenim standardom, sem opisala ta program in učence, ki so vanj vključeni, ter dosedanje raziskave na področju čustev učiteljev. Namen izvedene raziskave je bil analizirati situacije, ki pri omenjenih učiteljih vzbudijo čustva jeze, strahu in žalosti ter ugotoviti, na kakšen način in s katerimi strategijami uravnavajo ta čustva pri delu v razredu ter kakšne so značilnosti uporabljenih strategij uravnavanja teh treh čustev. V raziskavi je sodelovalo 30 učiteljev, ki poučujejo v prilagojenem programu vzgoje in izobraževanja z nižjim izobrazbenim standardom. Rezultati so pokazali, da učitelji doživljajo čustva jeze, strahu in žalosti v različnih situacijah, najpogosteje pa doživljajo jezo zaradi vedenjske problematike učencev, strah zaradi možnosti poškodb učencev in žalost zaradi težkih socialnih in družinskih razmer učencev. Čustva žalosti, strahu in jeze izražajo verbalno in neverbalno, čustva pa tudi prikrijejo oz. jih ne izrazijo. Uporabljajo različne strategije uravnavanja čustev, in sicer spremembo situacije, kognitivno prevrednotenje, preoblikovanje fiziološkega odziva in preoblikovanje vedenja z iskanjem socialne opore in prikrivanjem. Strategije uravnavanja čustev se v pogostosti uporabe razlikujejo glede na čustvo, ki ga učitelji doživljajo. Pri uravnavanju čustva jeze so učitelji najpogosteje opisovali naslednje strategije: spremembo situacije, kognitivno prevrednotenje in preoblikovanje fiziološkega odziva, pri uravnavanju čustva strahu so učitelji najpogosteje izbirali kombinacije različnih strategij, pri uravnavanju čustva žalosti pa so najpogosteje izbirali kognitivno prevrednotenje. Med posameznimi čustvi so razlike med uporabo posameznih strategij uravnavanja čustev in njihovo kratkoročno ter dolgoročno učinkovitostjo in tudi avtomatiziranostjo izbire posamezne strategije. Strategija prikrivanja se je po mnenju učiteljev na primer pri uravnavanju jeze izkazala za dolgoročno in kratkoročno učinkovito, pri uravnavanju žalosti pa so jo učitelji ocenili kot kratkoročno najmanj učinkovito. Izsledki raziskave kažejo, da bi bilo pri nadaljnjem raziskovanju smiselno ugotavljati strategije uravnavanja posameznih čustev in ne vseh čustev hkrati.

Ključne besede

strategije uravnavanja čustev;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [S. Grom]
UDK: 159.9(043.2)
COBISS: 48783875 Povezava se bo odprla v novem oknu
Št. ogledov: 243
Št. prenosov: 23
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: Expressing and regulating emotions of anger, fear, and sadness of teachers in the adapted programme with a lower educational standard
Sekundarni povzetek: The master's thesis researches the areas of expressing and regulating the emotions of anger, fear and sadness in teachers in an adapted education program with a lower educational standard. First, it focuses on the definition and meaning of emotions and on the characteristics of emotions and their classification. It describes the most common explanations of emotions. It then focuses on the emotions of anger, fear and sadness, and on their characteristics. It describes emotional awareness, and the expression and regulation of emotions, with an emphasis on emotion regulation strategies and their effectiveness. As the research studied the emotions of teachers in an adapted education program with a lower educational standard, the thesis describes this program and the students involved in it, as well as the previous research in the field of teachers' emotions. The purpose of the research was to analyze situations that arouse emotions of anger, fear and sadness in teachers and to determine how and with what strategies they regulate their emotions while working in the classroom, and what the characteristics of the strategies used to regulate these three emotions are. The research involved 30 teachers who teach in an adapted education program with a lower educational standard. The results showed that teachers experience emotions of anger, fear and sadness in different situations, but that most often they experience anger due to students' behavioral problems, fear due to the possibility of students' injuries, and sadness due to the students' difficult social and family conditions. While emotions of sadness, fear and anger can be expressed verbally and non-verbally, they are sometimes suppressed or not expressed at all. Teachers use various strategies for regulating emotions, such as situation modification, reappraisal, reshaping the physiological response, and reshaping behavior by seeking social support and suppression. Emotion regulation strategies vary in frequency of use depending on the emotion teachers experience. In regulating the emotion of anger, teachers most often mentioned the following strategies: situation modification, reappraisal, and reshaping the physiological response; in regulating the emotion of fear, teachers most often opted for combinations of different strategies, while in regulating the emotion of sadness they usually went with reappraisal. There are differences between individual emotions according to the use of individual strategies for regulating them and their short-term and long-term effectiveness, as well as the automaticity of choosing an individual strategy. According to teachers, suppression, for example, proved to be effective both in the long term and short term in managing anger, while the teachers rated it as the least effective in the short-term management of sadness. The results of the research show that in the future it would make sense to identify strategies for regulating individual emotions and not all emotions at the same time.
Sekundarne ključne besede: teacher;special school;učitelj;šola s prilagojenim programom;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani: 52 str.
ID: 12588716