Marina Horvat (Avtor), Katja Košir (Avtor)

Povzetek

Raziskave vrstniških odnosov v šolskem okolju so običajno izvedene na normativnih vzorcih učencev, manj pa je znanega o podskupinah učencev, ki imajo določene posebnosti, zaradi katerih je tveganje za razvoj problemov z vrstniki v šoli in posledično za težave s kasnejšo prilagojenostjo večje. S tem namenom smo želeli preveriti, kako so socialno sprejeti nadarjeni učenci in učenci z dodatno strokovno pomočjo v 6. in 8. razredu osnovne šole. V raziskavi je bilo udeleženih 194 učencev (50,5 % deklet) iz 12 oddelkov osnovnih šol, od tega 16 učencev (8,3 %) z dodatno strokovno pomočjo (DSP), 39 identificiranih nadarjenih učencev (20,1 %) in ena nadarjena učenka z DSP. Uporabljena je bila sociometrična preizkušnja s pozitivnim in z negativnim kriterijem. Največ učencev z DSP je bilo uvrščeno v skupino zavrnjenih in povprečnih učencev. Učenci z DSP so s strani svojih sošolcev prejeli najmanj pozitivnih in vzajemnih ter največ negativnih izbir. Razlike v socialni sprejetosti učencev z DSP glede na spol in starost niso bile statistično pomembne. Nadarjeni učenci so prejeli največ pozitivnih in vzajemnih ter najmanj negativnih izbir. Najpogosteje so bili uvrščeni v skupino povprečnih ali priljubljenih učencev, vendar v primerjavi z učenci brez DSP niso bili bolj socialno sprejeti; so pa bili bolj sprejeti v primerjavi z učenci z DSP. Ugotovitve raziskave kažejo na pomembnost raziskovanja podskupin učencev z DSP v prihodnjih raziskavah.

Ključne besede

socialna sprejetost;nadarjeni učenci;učenci z dodatno strokovno pomočjo;sociometrične skupine;sociometrija;ne zaključna dela;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 1.01 - Izvirni znanstveni članek
Organizacija: UM PEF - Pedagoška fakulteta
UDK: 37.015.3
COBISS: 20347400 Povezava se bo odprla v novem oknu
ISSN: 2350-5141
Št. ogledov: 1499
Št. prenosov: 449
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 acceptance of gifted pupils and pupils with additional professional help in elementary school
Sekundarni povzetek: Studies of peer relations in school settings are typically conducted on normative samples of pupils. Less is known about subgroups of pupils with some exceptionalities who may be more vulnerable to developing peer problems in school and are subsequently at risk for later maladjustment. The purpose of present study was therefore to examine social acceptance of gifted pupils and pupils with additional professional help in 6th and 8th-grade of regular elementary school. 194 pupils (50.5% girls) from 12 classes participated in the study; 16 of them (8.3%) were pupils with additional professional help (APH), 39 gifted pupils (20.1%) and one gifted pupil with APH. A composite positive and negative nomination sociometric procedure was employed. Most of the pupils with APH were in rejected and average sociometric group. Pupils with APH received the lowest number of positive and reciprocal nominations and the highest number of negative nominations. Compared to gifted pupils they were less accepted, although no difference in acceptance was found compared to the non-APH pupils. Results showed no significant differences in acceptance of pupils with APH in regard to grade level or gender. Gifted children received the highest number of positive and reciprocal and the lowest number of negative nominations. They were more likely to be average and popular, although no differences in acceptance was found compared to non-gifted pupils. Results suggest the importance of investigating subgroups of pupils with APH in future research.
Sekundarne ključne besede: social acceptance;gifted students;students with additional professional help;sociometric groups;sociometry;Šolska psihologija;Nadarjeni najstniki;Najstniki z učnimi težavami;
URN: URN:NBN:SI
Vrsta dela (COBISS): Članek v reviji
Strani: str. 156-166
Zvezek: ǂ[Letn.] ǂ22
Čas izdaje: 2013
DOI: 10.20419/2013.22.387
ID: 9105246