20.500.12556/DKUM-92649 Povezanost med čustveno inteligentnostjo in učno uspešnostjo učencev druge triade osnovnošolskega izobraževanja magistrsko delo The association between emotional intelligence and academic achievement of students in the second educational cycle of basic eduaction Čustvena inteligentnost je pomemben dejavnik uspešnosti na različnih področjih otrokovega življenja, tudi učnih dosežkov. Zaradi manka raziskav v slovenskem okolju smo preučili povezanost med čustveno inteligentnostjo in učno uspešnostjo pri učencih ter analizirali razlike glede na spol in razred učencev. V raziskavi je sodelovalo 160 učencev drugega izobraževalnega obdobja, iz dveh podravskih osnovnih šol. Učno uspešnost učencev smo pridobili s poročanjem učencev o njihovih zaključnih ocenah, medtem ko smo podatke o čustveni inteligentnosti pridobili s pomočjo kratke oblike samoocenjevalnega vprašalnika TEIQue-SF (angl. Trait Emotional Intelligence Questionnaire-Short Form). Rezultati so pokazali, da se raven splošne čustvene inteligentnosti in dosežki na njenih štirih podlestvicah statistično značilno ne razlikujejo glede na spol in razred. Učenke so v primerjavi z učenci dosegale statistično značilno višjo učno uspešnost, medtem ko razlike med učenci 4., 5. in 6. razreda niso bile statistično značilne. Vse štiri komponente čustvene inteligentnosti (tj. psihološko blagostanje, samonadzor, čustvovanje in sociabilnost) so se med seboj značilno in visoko pozitivno povezovale. Samonadzor in čustvovanje sta bila šibko do zmerno in značilno pozitivno povezana z učno uspešnostjo, med tem, ko so se pozitivne povezave med psihološkim blagostanjem, sociabilnostjo in učno uspešnostjo kazale kot zanemarljive in niso bile statistično značilne. Emotional intelligence is an important factor in success in many areas of a child's life, including academic achievement. Due to the lack of research in Slovenia, the relationship between emotional intelligence and academic achievement in school children was examined and the differences by gender and grade analysed. The study involved 160 pupils in the second educational cycle, from two primary schools in the Podravje region. Pupils' academic achievement was obtained by pupils reporting their final grades, while data on emotional intelligence were obtained using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) of the self-assessment questionnaire. The results showed that the level of general emotional intelligence and achievements on its four subrankings did not differ statistically significantly by gender and grade. Female pupils had statistically significantly higher academic achievement compared to male pupils, while the differences among pupils in 4th, 5th and 6th grade were not statistically significant. All four components of emotional intelligence (i.e. psychological well-being, self-control, emotionality and sociability) were characteristically and highly positively correlated with each other. Self-control and emotionality were only slightly to moderately and significantly positively related to academic achievement, while the positive associations among psychological well-being, sociability and academic achievement were unremarkable and not statistically significant. čustvena inteligentnost učna uspešnost učenci razlike med spoloma razlike med razredi emotional intelligence academic achievement primary school pupils gender differences class differences true true false S. Štumberger Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-05-05 10:10:43 2025-06-04 09:22:36 2025-06-05 03:42:02 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 97 str.)) 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 159.942:37.091.262(043.2) 238208771 MAG_Stumberger_Sara_2025.pdf MAG_Stumberger_Sara_2025.pdf 1 858F9DC0A18A86F08DFB5A648B61F82D a36525c4ff4da4a70d43951ce8ddbafb66fb293b4ea93ce4f733844278007388 59265c96-3a07-11f0-80b9-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=191258 Pedagoška fakulteta 0 0 0