magistrsko delo
Ajda Hiti (Avtor), Alenka Polak (Mentor), Milena Košak Babuder (Komentor)

Povzetek

Dvojno izjemni učenci s specifičnimi učnimi težavami imajo ob visokih intelektualnih sposobnostih hkrati tudi specifične učne težave. Njihove značilnosti so posledica medsebojnega vplivanja njihovih potencialov in šibkosti, vsakodnevno spopadanje z obema vrstama izjemnosti pa pripelje do težav tako na učnem kot na socialno-čustvenem področju. Pri načrtovanju pomoči in podpore je treba upoštevati edinstvenost vsakega učenca in biti pozoren predvsem na njegova močna področja ter socialne in čustvene potrebe. Čustvena kompetentnost je manifestacija čustvene inteligentnosti, s čimer označujemo ustrezne ali neustrezne oblike določenih značilnosti socialnega in čustvenega področja posameznika. Pri pojmovanju čustvene inteligentnosti zasledimo dve raziskovalni tradiciji. Modeli mentalnih sposobnosti čustveno inteligentnost obravnavajo kot mentalno sposobnost, predstavnika sta Mayer in Salovey. Mešani modeli pa dajejo prednost osebnostnim značilnostim posameznika, predstavnika sta Goleman in Bar-On. V empiričnem delu smo raziskovali, kako čustveno kompetentni so dvojno izjemni učenci s primanjkljaji na posameznih področjih učenja ter kako pogosto se srečujejo z določenimi težavami na socialno-čustvenem področju. Oboje smo primerjali z njihovimi vrstniki, ki so prepoznani kot nadarjeni in nimajo primanjkljajev na posameznih področjih učenja, z vrstniki, ki imajo odločbo s prepoznanimi primanjkljaji na posameznih področjih učenja, a niso prepoznani kot nadarjeni, in z vrstniki, ki niso prepoznani kot nadarjeni in nimajo prepoznanih primanjkljajev na posameznih področjih učenja. Raziskava je temeljila na kvantitativnem pristopu, uporabljeni sta bili deskriptivna in kavzalno-neeksperimentalna metoda pedagoškega raziskovanja. Raven čustvene inteligentnosti smo preverjali z ocenjevalno lestvico TEIQue-ASF, za identifikacijo najbolj pogostih težav na socialno-čustvenem področju pa smo na podlagi teoretičnih izhodišč iz strokovne literature oblikovali posebno ocenjevalno lestvico. Rezultati so pokazali, da so pri globalni oceni čustvene kompetentnosti v povprečju najvišje točke dosegli nadarjeni vrstniki, le malenkost manj dvojno izjemni učenci, sledijo vrstniki brez težav in nazadnje vrstniki s primanjkljaji na posameznih področjih učenja. Izračun statistične pomembnosti je pokazal, da v globalni oceni čustvene kompetentnosti med dvojno izjemnimi učenci in preostalimi tremi skupinami anketirancev ni statistično pomembnih razlik. Dvojno izjemni učenci se na socialno-čustvenem področju najbolj pogosto srečujejo s težavami, ki so povezane s perfekcionizmom, neuspehom in čustvenimi stiskami, nekoliko manj pa s težavami, povezanimi s samokontrolo in motivacijo ter z odnosi in socialnimi spretnostmi. Nadarjeni vrstniki in vrstniki brez težav prav tako kot najbolj pogoste ocenjujejo težave, povezane s perfekcionizmom in neuspehom, vrstniki s primanjkljaji na posameznih področjih učenja pa težave, povezane s samokontrolo in motivacijo. Vse skupine anketirancev kot najmanj pogoste ocenjujejo težave, povezane z odnosi in socialnimi spretnostmi. Izračuni so statistično pomembne razlike pokazali le pri dveh postavkah med dvojno izjemnimi učenci in vrstniki brez težav, in sicer so vrstniki brez težav manj pogosto kritični do svojih dosežkov in se manj pogosto čutijo drugačne od svojih vrstnikov.

Ključne besede

nadarjenost;specifične učne težave;dvojna izjemnost;čustvena inteligentnost;čustvena kompetentnost;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Hiti]
UDK: 376:159.942-056.45-057.87(043.2)
COBISS: 67596035 Povezava se bo odprla v novem oknu
Št. ogledov: 247
Št. prenosov: 16
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: Emotional competency of twice-exceptional students with specific learning difficulties
Sekundarni povzetek: Twice-exceptional students with specific learning difficulties have high intellectual abilities as well as coexisting learning difficulties. Their characteristics are the result of interactions between their potentials and weaknesses, and daily confrontations with both exceptionalities often lead to academic problems, as well as socio-emotional problems. While support planning, it is crucial to take into account the uniqueness of each student and to pay attention to their strong areas as well as their social and emotional needs. Emotional competency is a manifestation of emotional intelligence and it describes appropriate or inappropriate forms of behavior and characteristics of individual's socio-emotional functioning. There are two main research traditions of emotional intelligence. Mayer and Salovey's mental ability model considers emotional intelligence as a mental ability, while Goleman's and Bar-On's mixed models consider it as a combination of an individual's personality traits. In our study we focused on emotional competency of twice-exceptional students with learning difficulties and how often they encounter certain social and emotional problems. We compared these findings with the findings of their gifted peers without learning difficulties, peers with learning difficulties and non-gifted peers without learning difficulties. The study was carried out using a quantitive research approach, and descriptive and causal non-experimental research methods were used. TEIQue-ASF questionnaire was used for calculating the global trait emotional competency score, and a self-assessment scale was used to determine the frequency of socio-emotional problems. The results showed that gifted peers without learning difficulties on average scored the highest on the global trait emotional competency scale. Twice-exceptional students with learning difficulties on average scored slightly lower, followed by non-gifted peers without learning difficulties and peers with learning difficulties, who scored the lowest on average. The calculation of statistical significance showed no statistically significant differences between twice-exceptional students with learning difficulties and the remaining subsamples of respondents. Twice-exceptional students with learning difficulties most often encounter problems related to perfectionism, failure, and emotional distress, and to a lesser extent problems related to self-control, motivation, relationships and social skills. Their gifted peers without learning difficulties and non-gifted peers without learning difficulties also most often encounter problems related to perfectionism and failure, while their peers with learning difficulties most frequently encounter problems related to self-control and motivation. All subsamples of respondents least frequently encounter problems related to relationships and social skills. The calculations showed statistically significant differences between twice-exceptional students with learning difficulties and their non-gifted peers without learning difficulties in only two items; namely, non-gifted peers without learning difficulties are less often critical of their achievements and less often feel different from their peers.
Sekundarne ključne besede: remedial instruction sciences;primary school;gifted;specialna pedagogika;osnovna šola;nadarjeni;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Strani: 135 str.
ID: 13088637