Učna motivacija in učenčeve zaznave družinskih odnosov

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2011
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[N. Granfola]
UDK:	37.011.3-052:364.64(043.2)
COBISS:	9022793
Št. ogledov:	925
Št. prenosov:	925
Ocena:	0 (0 glasov)
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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Learning motivation and student's perceptions of family
Sekundarni povzetek:	My diploma work discuss the fields of student motivation and student`s perceptions of family relationships. In the theoretical part of my diploma work I have first defined motivation, then I have discussed in detail family and education as two very important factors in the development of learning motivation. The empirical part is following the theoretical definition, where I have used survey technique among 6th grade students of primary schools, to explor what is motivating them to learn in school and how they perceive their family relationships; I have also explored the connection between both variables. The survey indicates that various ingredients are motivating students to learn, the most motivating is the value of learning, the least motivating is the attribution as a result of bad luck or lower learning ability in case of learning failure. What is more, survey also shows that family relationships are perceived differently among students; some students perceive demotivating family relationships, others encouraging and some perceive ambitious family relationships. I have discovered that some components of learning motivation are connected and some others components are not connected with family relationships. Interest for learning is connected with the type of family relationships that students perceive them as demotivating and encouraging family relationships; external stimulation is connected with perception of ambitious family relationships; attributes for success »couse unknown« and »happiness« are connected with perception of demotivating family realationships, while »effort« is connected with perception of encouraging family relationships; attribute for learning failure »incompetence« is connected with perception of demotivating family relationship, while »effort« is connected with encouraging family relationships; self-learning is connected only with the perception of demotivationg family relationships; learning objective »no learning« is connected with perception of demotivating family relationships, »success« with ambitious family relationships, while »knowledge« is connected with perception of encouraging family relationships; the importance of learning is connected with perception of two types of family relationships, demotivationg and ambitious family relationships; difficulty of learning is connected only with the demotivating family realationships. In my diploma work I have reached some useful and important findings in the field of students motivation and their perceptions of family relationships. I have realized, the diversity among students in these two fields are enormous. Therefor teachers need to treat every student invidually and they need to find appropriate ways to motivate them for learning and beeing successful. This is also what teachers should talk about with parents and advise them, which are appropriate ways to motivate their child.
Sekundarne ključne besede:	motivation for studies;parent-pupil relation;primary school;motivacija za učenje;odnos med starši in učencem;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Strani:	64 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Learning motivation and student's perceptions of family
Ključne besede (ePrints):	učenci
Ključne besede (ePrints, sekundarni jezik):	students
Povzetek (ePrints):	Diplomsko delo obravnava področji motivacije učencev in zaznave učencev o družinskih odnosih. V teoretičnem delu diplomskega dela sem najprej opredelila motivacijo, nato pa sem natančneje obravnavala družino in vzgojo kot izbrana in po mnenju stroke pomembna dejavnika v razvoju učne motivacije. Teoretični opredelitvi sledi empirični del, v katerem sem s tehniko ankete med učenci 6. razreda osnovne šole raziskala, kaj učence motivira za učenje v šoli in kako zaznavajo odnose v svoji družini; zanimalo me je tudi, kakšen je odnos med obema spremenljivkama. Raziskava je pokazala, da učence za učenje motivirajo različne sestavine učne motivacije, najbolj vrednota učenja, najmanj pa atribucija kot posledica smole ali nižjih učnih sposobnosti v primeru učne neuspešnosti. Rezultati so pokazali tudi, da učenci družinske odnose zaznavajo različno; nekateri učenci zaznavajo demotivirajoče družinske odnose, drugi spodbujajoče, nekateri učenci pa zaznavajo ambiciozne družinske odnose. Ugotovila sem, da so nekatere sestavine učne motivacije povezane, druge pa nepovezane z družinskimi odnosi, kot jih zaznavajo učenci. Interes za učenje je povezan s tipoma družinskih odnosov, ki ju učenci zaznavajo kot demotivirajoče in spodbujajoče; zunanja spodbuda je povezana z zaznavo ambicioznega tipa družinskih odnosov; atribuciji za učno uspešnost »vzrok neznan« in »sreča« sta povezani z zaznavo demotivirajočih družinskih odnosov, »trud« pa z zaznavo spodbujajočih družinskih odnosov; atribucija za učno neuspešnost »nesposobnosti« je povezana z zaznavo demotivirajočih družinskih odnosov, »trud« pa z zaznavo spodbujajočih; učna samopodoba je povezana le z zaznavo demotivirajočih družinskih odnosov; cilj učenja »neučenje« je povezan z zaznavo demotivirajočih družinskih odnosov, »uspeh« z zaznavo ambicioznega tipa družinskih odnosov, »znanje« pa z zaznavo spodbujajočih družinskih odnosov; pomembnost učenja je povezana z zaznavo dveh tipov družinskih odnosov, in sicer demotivirajočih in ambicioznih; težavnost učenja je povezana le z zaznavo demotivirajočih družinskih odnosov. V diplomskem delu sem prišla do nekaterih uporabnih in pomembnih ugotovitev s področij motivacije učencev in njihovih zaznav o družinskih odnosih. Spoznala sem, da je raznolikost učencev na teh dveh področjih velika, zato morajo učitelji vsakega posameznika obravnavati individualno in najti ustrezne načine motiviranja za učenje, saj so le tako lahko učenci učno uspešni. O tem se morajo učitelji pogovarjati tudi s starši in jim svetovati, kateri so ustrezni načini motiviranja za njihovega otroka.
Povzetek (ePrints, sekundarni jezik):	My diploma work discuss the fields of student motivation and student`s perceptions of family relationships. In the theoretical part of my diploma work I have first defined motivation, then I have discussed in detail family and education as two very important factors in the development of learning motivation. The empirical part is following the theoretical definition, where I have used survey technique among 6th grade students of primary schools, to explor what is motivating them to learn in school and how they perceive their family relationships; I have also explored the connection between both variables. The survey indicates that various ingredients are motivating students to learn, the most motivating is the value of learning, the least motivating is the attribution as a result of bad luck or lower learning ability in case of learning failure. What is more, survey also shows that family relationships are perceived differently among students; some students perceive demotivating family relationships, others encouraging and some perceive ambitious family relationships. I have discovered that some components of learning motivation are connected and some others components are not connected with family relationships. Interest for learning is connected with the type of family relationships that students perceive them as demotivating and encouraging family relationships; external stimulation is connected with perception of ambitious family relationships; attributes for success »couse unknown« and »happiness« are connected with perception of demotivating family realationships, while »effort« is connected with perception of encouraging family relationships; attribute for learning failure »incompetence« is connected with perception of demotivating family relationship, while »effort« is connected with encouraging family relationships; self-learning is connected only with the perception of demotivationg family relationships; learning objective »no learning« is connected with perception of demotivating family relationships, »success« with ambitious family relationships, while »knowledge« is connected with perception of encouraging family relationships; the importance of learning is connected with perception of two types of family relationships, demotivationg and ambitious family relationships; difficulty of learning is connected only with the demotivating family realationships. In my diploma work I have reached some useful and important findings in the field of students motivation and their perceptions of family relationships. I have realized, the diversity among students in these two fields are enormous. Therefor teachers need to treat every student invidually and they need to find appropriate ways to motivate them for learning and beeing successful. This is also what teachers should talk about with parents and advise them, which are appropriate ways to motivate their child.
Ključne besede (ePrints, sekundarni jezik):	students
ID:	8308605