Stališča staršev o dejavnikih učne uspešnosti učencev

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Vnanje Gorice
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[N. Pleško]
UDK:	371.26(043.2)
COBISS:	9439817
Št. ogledov:	1233
Št. prenosov:	217
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Parents’ attitudes toward factors influencing students’academic achievement
Sekundarni povzetek:	In the thesis we acknowledge the views of parents on factors of learning success of pupils in primary school. In the theoretical part we define learning success and explain the factors that affect it. We thoroughly present internal factors (pupil’s characteristics), which arise from the pupil, and external factors (characteristics of the teacher and parents), which arise from the environment (Marentič Požarnik, 2000). We conclude the chapters with the definition of views as preferences of the individual to positively or negatively evaluate some activity, people or conditions and direct their attention, thoughts and behaviour. In the empirical part we present the results of the research on views of parents on factors of learning success, in which have participated 364 parents of children attending the 5th, 7th or 9th grade in twelve Slovenian primary schools. In the research we used a part of the questionnaire, prepared by H. Smrtnik Vitulić in I. Lesar, for a broader research on understanding the factors of learning success. In the research we wanted to find out, how parents understand the importance of the three groups of factors of learning success (characteristics of the child, the teacher and parents) and whether their understanding of the stated factors of learning success differs regarding the gained level of education or the grade, their children are attending. The results have shown that parents assign the most important role among the stated three groups of factors of learning success to the factors, which depend on the teacher, and those, depending on the child. The groups of parents with middle or higher education were significantly different in understanding the factors of learning success, which depend on the child and the family, and the groups of parents with lower and higher education were significantly different in understanding the factors of learning success, depending on the status of the family and the lifestyle. Between the groups of parents that have children in different grades the results have not shown statistically important differences in understanding the factors of learning success. Understanding the factors of learning success and the factors, which affect them, is especially important for teachers, since they help them to re(form) those views that do not contribute to effective contribution to the child’s learning success.
Sekundarne ključne besede:	achievement gain;motivation for studies;parental attitude;šolska uspešnost;motivacija za učenje;stališče staršev;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Strani:	59 str., [2] str. pril.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Parents’ attitudes toward factors influencing students’academic achievement
Ključne besede (ePrints):	učna uspešnost
Ključne besede (ePrints, sekundarni jezik):	learning success
Povzetek (ePrints):	V diplomskem delu so analizirana stališča staršev o dejavnikih učne uspešnosti pri učencih v osnovni šoli. V teoretičnem delu so predstavljene opredelitve učne uspešnosti in pojasnjeni dejavniki, ki nanjo vplivajo. Podrobneje so predstavljeni notranji dejavniki (značilnosti otroka), ki izhajajo iz učenca samega in zunanji dejavniki (značilnosti učitelja in staršev), ki izhajajo iz okolja (Marentič Požarnik, 2000). Teoretični del se zaključi z opredelitvijo stališč kot posameznikovih nagnjenj, da pozitivno ali negativno ocenjujejo neko dogajanje, ljudi ali razmere ter usmerjajo njegovo pozornost, misli in vedenje. V empiričnem delu so analizirani rezultati raziskave o stališčih staršev do dejavnikov učne uspešnosti učencev. V raziskavi je sodelovalo 364 staršev iz dvanajstih slovenskih osnovnih šol, ki so imeli otroke v 5., 7. in 9. razredu. V diplomski raziskavi so bili uporabljeni rezultati dela vprašalnika, ki sta ga sestavili H. Smrtnik Vitulić in I. Lesar za namene širše raziskave o razumevanju dejavnikov učne uspešnosti. V raziskavi nas je zanimalo, kako starši razumejo pomembnost treh skupin dejavnikov učne uspešnosti (značilnosti otroka, učitelja in staršev) in ali se njihovo razumevanje omenjenih dejavnikov učne uspešnosti razlikuje glede na doseženo stopnjo izobrazbe in glede na razred, ki ga obiskujejo njihovi otroci. Rezultati so pokazali, da starši med omenjenimi tremi skupinami dejavnikov učne uspešnosti najpomembnejšo vlogo pripisujejo dejavnikom, ki so odvisni od učitelja in tistim, ki so odvisno od otroka samega. Skupini staršev s srednjo in višjo izobrazbo sta se pomembno razlikovali v razumevanju dejavnikov učne uspešnosti, ki so odvisni od otroka samega in od družine, skupini staršev z nižjo in staršev z višjo izobrazbo pa sta se pomembno razlikovali v razumevanju dejavnikov učne uspešnosti, ki so odvisni le od položaja in načina življenja družine. Med skupinami staršev, ki imajo otroke v različnih razredih, rezultati niso pokazali statistično pomembnih razlik v razumevanju ostalih dejavnikov učne uspešnosti. Poznavanja stališč staršev o učni uspešnosti ter dejavnikov, ki vplivajo nanje, je za učitelje še posebej pomembno, saj jim omogočajo predvsem (pre)oblikovanje tistih stališč, ki ne prispevajo k učinkovitemu spodbujanju učenčeve učne uspešnosti.
Povzetek (ePrints, sekundarni jezik):	In the thesis we acknowledge the views of parents on factors of learning success of pupils in primary school. In the theoretical part we define learning success and explain the factors that affect it. We thoroughly present internal factors (pupil’s characteristics), which arise from the pupil, and external factors (characteristics of the teacher and parents), which arise from the environment (Marentič Požarnik, 2000). We conclude the chapters with the definition of views as preferences of the individual to positively or negatively evaluate some activity, people or conditions and direct their attention, thoughts and behaviour. In the empirical part we present the results of the research on views of parents on factors of learning success, in which have participated 364 parents of children attending the 5th, 7th or 9th grade in twelve Slovenian primary schools. In the research we used a part of the questionnaire, prepared by H. Smrtnik Vitulić in I. Lesar, for a broader research on understanding the factors of learning success. In the research we wanted to find out, how parents understand the importance of the three groups of factors of learning success (characteristics of the child, the teacher and parents) and whether their understanding of the stated factors of learning success differs regarding the gained level of education or the grade, their children are attending. The results have shown that parents assign the most important role among the stated three groups of factors of learning success to the factors, which depend on the teacher, and those, depending on the child. The groups of parents with middle or higher education were significantly different in understanding the factors of learning success, which depend on the child and the family, and the groups of parents with lower and higher education were significantly different in understanding the factors of learning success, depending on the status of the family and the lifestyle. Between the groups of parents that have children in different grades the results have not shown statistically important differences in understanding the factors of learning success. Understanding the factors of learning success and the factors, which affect them, is especially important for teachers, since they help them to re(form) those views that do not contribute to effective contribution to the child’s learning success.
Ključne besede (ePrints, sekundarni jezik):	learning success
ID:	8310875