magistrsko delo
Doroteja Terihaj (Avtor), Janez Jerman (Mentor)

Povzetek

Socialna anksioznost se kaže kot zaskrbljenost in emocionalna negotovost v pričakovanih ali dejanskih socialnih situacijah, ki posamezniku predstavljajo vir grožnje zaradi možnega socialnega vrednotenja. V njih nastopajo za posameznika pomembne osebe, pri čemer je prepričan, da je objekt vrednotenja drugih. Socialna anksioznost se odraža na kognitivnem, čustvenem, telesnem in vedenjskem področju. K njenemu nastanku prispeva splet bioloških in psiholoških dejavnikov. V obdobju mladostništva stopijo v ospredje skrbi v zvezi z negativnim socialnim vrednotenjem, poveča se pozornost na javni vidik sebe in nepripravljenost samorazkrivanja, pri čemer si mladostnik ustvarja namišljeno občinstvo. Zaradi omenjenih dejavnikov predstavlja mladostništvo kritično obdobje za povišano doživljanje socialne anksioznosti. Učenci s primanjkljaji na posameznih področjih učenja (v nadaljevanju PPPU) predstavljajo skupino učencev z izrazitimi specifičnimi učnimi težavami, ki so notranje narave in se odražajo v razkoraku med učenčevimi splošnimi intelektualnimi sposobnostmi in dejansko uspešnostjo na področju branja, pisanja, pravopisa in/ali računanja. Pomanjkljivo usvojene temeljne spretnosti se odražajo v nižji učni uspešnosti, prav tako pa se učenci s PPPU soočajo z raznolikimi stiskami na psihosocialnem področju. V primerjavi z normativnimi vrstniki imajo pogosto nižji sociometrični status in več medosebnih težav, velikokrat pa so tudi žrtve medvrstniškega nasilja. Primanjkljaje na posameznih področjih učenja tako strokovnjaki prištevajo med dejavnike tveganja za razvoj socialne anksioznosti, pri čemer ni enoznačnega odgovora glede narave vzročno-posledičnih odnosov. V magistrskem delu smo s pomočjo vprašalnika o medosebnih težavah v mladostništvu in lestvice socialne anksioznosti za mladostnike proučili socialno anksioznost in medosebne težave pri učencih s PPPU, ki so vključeni v osnovnošolski program s prilagojenim izvajanjem in dodatno strokovno pomočjo, ter rezultate primerjali z normativnimi vrstniki. Uporabili smo deskriptivno in kavzalno neeksperimentalno metodo raziskovanja ter kvantitativni raziskovalni pristop. V vzorec je bilo vključenih 132 učencev s PPPU in normativnih učencev od 6. do 9. razreda osnovne šole. Rezultati empirične raziskave so pokazali, da se normativni učenci in učenci s PPPU ne razlikujejo pomembno v stopnji socialne anksioznosti in izraženosti medosebnih težav. Potrdili smo, da učenci s PPPU, ki dosegajo višje mere socialne anksioznosti, hkrati poročajo o več težavah na področju asertivnosti, govorjenja v javnosti, prijateljskih odnosov in odnosov z nasprotnim spolom ter imajo signifikantno več težav v medosebnih odnosih na splošno. V skupini učencev s PPPU glede na starost in razred nismo potrdili statistično značilnih razlik v merjenih spremenljivkah. Na podlagi upoštevanja starosti nismo potrdili pomembnih razhajanj v stopnji socialne anksioznosti in medosebnih težav niti na celotnem vzorcu osnovnošolskih učencev. Rezultati raziskave so potrdili, da se vsa osnovnošolska dekleta v našem vzorcu srečujejo s pomembno več težavami na področju asertivnosti, govorjenja v javnosti ter imajo v splošnem več medosebnih težav kot fantje. Slednje smo potrdili tudi pri dekletih s PPPU pri preučevanju razlik na vzorcu učencev s PPPU. V obeh primerih so bile učenke pomembno bolj zaskrbljene in prestrašene pred negativnim socialnim vrednotenjem in dosegale so pomembno višje splošne mere socialne anksioznosti v primerjavi s fanti. Dekleta s PPPU so se opredelila kot pomembno bolj tesnobna in inhibirana v socialnih stikih v primerjavi s fanti s PPPU. Ugotovitve magistrskega dela bodo doprinesle k boljšemu razumevanju socialne anksioznosti, psihosocialnega funkcioniranja in medosebnih odnosov tako pri učencih s PPPU kot tudi pri normativnih mladostnikih.

Ključne besede

učenci s specifičnimi učnimi težavami;učenci s primanjkljaji na posameznih področjih učenja;anksioznost;medosebne težave;socialna anksioznost;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [D. Terihaj]
UDK: 616.89-008.441(043.2)
COBISS: 193710851 Povezava se bo odprla v novem oknu
Št. ogledov: 39
Št. prenosov: 9
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: Social anxiety in students with specific learning deficits
Sekundarni povzetek: Social anxiety manifests itself as worry and emotional insecurity in anticipated or actual social situations that pose a source of threat to the individual due to possible social evaluation. These situations involve persons who are important to the individual who is convinced that they are the object of evaluation by others. Social anxiety is manifested in cognitive, emotional, physical, and behavioral domains. A combination of biological and psychological factors contributes to its formation. During adolescence, concerns about negative social evaluation come to the fore, attention to the public self increases, and reluctance to self-disclose increases, with the adolescent creating an imaginary audience. These factors make adolescence a critical period for heightened social anxiety. Pupils with specific learning disabilities are a group of pupils with distinctive specific learning difficulties that are intrinsic and are reflected in a gap between the pupil's general intellectual abilities and their actual performance in reading, writing, spelling, and/or arithmetic. Inadequate acquisition of basic skills results in lower academic performance, and students with specific learning disabilities face a wide range of psychosocial challenges. Compared to normative peers, they often have lower sociometric status and more interpersonal problems and are often victims of peer violence. Deficits in specific areas of learning are thus considered by experts to be risk factors for the development of social anxiety, and there is no clear answer as to the nature of the cause-effect relationships. In the master's thesis, we used the Questionnaire on interpersonal problems in adolescence and the Social anxiety scale for adolescents to examine social anxiety and interpersonal problems in students with specific learning disabilities enrolled in a primary school program with adapted implementation and additional professional support and compared the results with normative peers. We used descriptive and causal non-experimental research methods and a quantitative research approach. The sample consisted of 132 pupils with specific learning disabilities and normative pupils, from grades 6 to 9 of primary school. The results of the empirical study indicated that normative pupils and pupils with specific learning disabilities did not differ significantly in their levels of social anxiety and the expression of interpersonal problems. We confirmed that pupils with specific learning disabilities who score higher on the social anxiety scale also report more difficulties in the areas of assertiveness, public speaking, friendships, relationships with the opposite sex, and significantly more difficulties in interpersonal relationships in general. In the group of pupils with specific learning disabilities, we did not find statistically significant differences in the variables measured by age and grade. Based on age, we found no significant differences in levels of social anxiety and interpersonal problems, even in the full sample of primary school pupils. The findings confirmed that all primary school girls in our sample experience significantly more problems in the areas of assertiveness, public speaking, and interpersonal problems than boys. This was also confirmed for girls with specific learning disabilities when examining differences in a sample of pupils with specific learning disabilities. In both cases, female students were significantly more anxious and fearful of negative social evaluation and scored significantly higher on overall measures of social anxiety compared to boys. Girls with specific learning disabilities identified themselves as significantly more anxious and inhibited in social interactions compared to boys with specific learning disabilities. The findings of this master thesis will contribute to a better understanding of social anxiety, psychosocial functioning, and interpersonal relationships in students with specific learning disabilities as well as normative adolescents.
Sekundarne ključne besede: pupils with specific learning disabilities;students with deficiencies in specific fields of education;anxiety;interpersonal problems;social anxiety;Socialna fobija;Otroci z učnimi težavami;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani: 1 spletni vir (1 datoteka PDF (116 str.))
ID: 23502174