20.500.12556/DKUM-44323 STRAH PRED NASTOPANJEM THE FEAR OF THE PERFORMING Osrednji problem diplomske naloge je strah pred nastopanjem, ki je zelo močno čustvo. Osredotočila sem se na to, kako učenci doživljajo strah, kako ga skušajo premagati, pred kom jih je najbolj strah in kako strah vpliva na uspešnost učencev. V teoretičnem delu naloge sem se omejila na tri glavna področja. V prvem delu sem opisala čustvo kot posameznikov odziv na določeno spremembo, osnovne čustvene potrebe in zapisala različne teorije čustev. Podrobneje sem opredelila področje čustvenega izražanja, prepoznavanje čustev in področje uravnavanja čustev. Poleg strahu, ki spada med temeljna čustva, sem opisala tudi nekaj drugih, ki so prav tako pomembni za razvoj posameznika. V drugem delu sem podrobneje opisala, kaj je strah in kako nastane. Razčlenila sem razvoj strahu po posameznih obdobjih, vse od dojenčka in malčka do mladostništva, ter zapisala, kakšne so individualne razlike v stopnji doživljanja strahu. Zapisala sem, kako lahko otroku pomagamo pri soočanju s strahovi in kako jih premagovati. Naštela sem vrste strahov, kot so anksioznost, zaskrbljenost in socialna anksioznost ter vsakega od teh podrobneje opisala in skušala pojasniti, kako jih prepoznati. Opisala sem še, kako znižati raven anksioznosti. V zadnjem poglavju sem naštela značilne simptome strahu pred nastopanjem in jih podrobneje opisala. Predstavila sem, kako lahko poskušamo premagati strah in kako uporabimo tehnike sproščanja pred nastopanjem, ki so dosegljive vsakemu posamezniku ter jih lahko izvajamo tik pred nastopom. Menila sem, da učenci največ strahu doživljajo pred govornim nastopom, zato sem ga podrobneje opisala in poudarila pomembne stvari, na katere je potrebno paziti, da izboljšamo govorni nastop. Empirični del diplomskega dela je bil izveden s pomočjo anketnega vprašalnika zaprtega tipa. Podatki so bili obdelani s pomočjo računalniškega programa SPSS. Zanimale so me razlike v doživljanju strahu pred nastopanjem, katero vrsto nastopa je učence najbolj strah in ali strah vpliva na uspešnost učencev. Rezultati raziskave so pokazali, da ni razlik v doživljanju strahu pred nastopanjem med spoloma, zato lahko prvo hipotezo zavržem. Drugo hipotezo potrdim, saj je učence najbolj strah govornega nastopanja. Tretjo hipotezo zavržem, saj strah pred nastopanjem vpliva na uspešnost nastopa. The main problem of the diploma work is the fear of performing which is a very strong emotion. I have focused my work on the fear of the pupils, how do they feel when they try to restrain it, what are they afraid of and how the fear influences on their sucessfulness. In the theoretical part I have focused on three main fields. In the first part I have described an emotion as a result of one's reaction on a particular change, basic emotional needs and different emotional theories. Beside the fear which is one of the basic emotions I have also described some other emotions which are also important for the development of an individual. In the second part I have described precisely what the fear is and how it arises. I have analysed the development of the fear in periods from a baby and a young child to a teenager. I have written the individual characteristics by dealing with fears and how to surmount them. I have listed different kinds of fears such as anxiety, concern, social anxiety and described them precisely. I have also described how to lower the level of anxiety. In the last part I have listed the typical symptoms of the fear when performing. I have described the different techniques of relaxations which can be done before performing. In my opinion pupils feel the biggest amount of a fear when they have oral presentations. I have stressed some important things which must be noticed to improve oral presentations. The empirical part of the dipoma work was carried out with the questionnaire of a close type. The data has been statistically analysed with the computer program SPSS. I was interested in the differences of dealing with the fear when performing, which performing is the most stressful and how the fear influences on the pupil's sucessfulness. The results have shown there is no difference between gender and so I must disprove the first hypothesis. I have confirmed the second hypothesis – the pupils' greatest fear is an oral presentation. The third hypothesis is disproved because the fear of performing influences on the sucessfulness of the presentation. čustva doživljanje strahu anksioznost premagovanje strahu simptomi strahu emotions experiencing fear anxiety overcoming fear symptoms of the fear true true false [V. Kočar] Slovenski jezik Angleški jezik Diplomsko delo 2014-05-18 17:20:49 2014-06-19 11:57:07 2022-05-12 03:07:47 2021-05-01 03:16:22 2014 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 159.942-053.5(043.2) 20613896 URN:SI:UM:DK:85EM3TNZ UNI_Kocar_Vanja_2014.pdf UNI_Kocar_Vanja_2014.pdf 1 1FB242D6D2B25B444E5C71E12A170DDD 4980ad42dfe79bf58f47efd2a0e4853a549a5ef39514e2b59ca9195260c94786 d4b47a18-7c0a-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=63591 Pedagoška fakulteta 0 0 0