20.500.12556/DKUM-78709 Učni uspeh in spol School performance and gender differences Pot do uspeha se najprej začne v osnovni šoli. Ocenjevanje znanja in napredek učencev v višji razred je v slovenskih šolah določen s Pravilnikom o preverjanju in ocenjevanju znanja ter napredovanju učencev v osnovni šoli. Najpogostejši pokazatelj učnih dosežkov v osnovni šoli so šolske ocene, ki kasneje v življenju lahko vplivajo na celostni osebnostni razvoj. Na učni uspeh učencev vplivajo psihološke značilnosti učenca, njegove osebnostne poteze, motivacija, socialno okolje, družina, učitelji in vrstniki. Šola je sistem, ki polaga temelje sobivanja, odnosa do vrstnikov, vrednot, samozavesti, samozaupanja, znanja in vseživljenjskega odnosa do učenja, odnosa do avtoritete, razvijanja odgovornosti in pravega poguma za soočanje z nalogami v odraslosti. V šoli mora biti posebna pozornost namenjena interakcijam med učitelji in učenci, komunikaciji, spodbudi in pohvalam. Glede na to, da je šola sredstvo za pripravo različnih skupin na njihove življenjske vloge, mora biti pri tem upoštevana tudi enakost obeh spolov. V šoli učitelj nikakor ne sme učenca obravnavati glede na njegov spol, spolne stereotipe in predsodke o določenem spolu. V empiričnem delu bom raziskala, kateri dejavniki vplivajo na učni uspeh učencev, kateremu spolu so učitelji bolj naklonjeni ter kakšno je mnenje učiteljev in učencev o tem, kdo glede na spol dosega boljše rezultate. Raziskala bom tudi vprašanje, ali imajo učenčeve in učiteljeve osebnostne lastnosti vpliv na učni uspeh ter kakšen vpliv imajo nanj starši in sošolci. The road to success begins in primary school. Assessment of knowledge and progress of students in the upper grade in Slovenian schools is determined by Rules on knowledge assessment and grading and students' progress to a higher class standing in elementary schools. The most common indicator of learning achievements in the primary school is school grades, which may later in life impact integrated personal development. School performance of pupils is influenced by psychological characteristics of a pupil, his or her personality traits, motivation, social environment, family, teachers and peers. School is a system that lays the foundations of co-existence, attitude towards peers, values, self-confidence, self-trust, knowledge and life-long attitude to learning, attitude to authority, development of responsibility and true courage to face tasks in adulthood. In school, special attention must be given to the interaction between teachers and pupils, communication, encouragement and commendations. Considering that school is a tool that prepares different groups for their roles in life, gender equality must also be observed in this context. In school a teacher should by no means judge a pupil by his or her gender and gender stereotypes and prejudices about a certain gender. The empirical part of the thesis looks into which factors influence learning performance of pupils, which gender are teachers more inclined towards, and which gender achieves better results in the opinion of teachers and pupils. I will also discuss in more detail whether pupil’s or teacher’s personality traits impact school performance, and how parents and classmates impact school performance. učni uspeh spol spolni predsodki in stereotipi dejavniki učnega uspeha School Performance Gender Differences Gender Stereotypes and Prejudices Factors in School Performance true true false [K. Eržen Bratina] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2021-02-12 11:47:42 2021-04-19 17:13:49 2022-08-09 19:21:08 2021-02-13 03:27:53 2021 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.212.6-055.1/.4(043.2) 59897603 URN:SI:UM:DK:CYYROAU4 MAG_Erzen_Bratina_Katja_2021.pdf MAG_Erzen_Bratina_Katja_2021.pdf 1 B22D4F6E11338DB0BD37FB385A144588 f22435440119c0c848d0b6d8a0519cf9ab1adfe3fc84afde3c365f746a742c02 e320fcaf-8117-11eb-b631-00155d0001ca 20.500.12556/dkum/c5734105-1140-48e8-9001-6344aeb91c10 https://dk.um.si/Dokument.php?lang=slv&id=149280 Filozofska fakulteta 0 0 0