20.500.12556/DKUM-95336 Povezanost učnega uspeha, socialne anksioznosti in zaznane samoučinkovitosti pri učencih in dijakih magistrsko delo The relationship between academic achievement, social anxiety, and perceived self-efficacy in primary and secondary school students Magistrsko delo obravnava povezanost med učnim uspehom, socialno anksioznostjo in zaznano samoučinkovitostjo pri učencih in dijakih. Glavni cilj je bil ugotoviti, ali ima zaznana samoučinkovitost vlogo mediatorja med učnim uspehom in socialno anksioznostjo, zanimala pa nas je tudi izraženost posameznih dejavnikov glede na spol in glede na starostno skupino. Naš vzorec je sestavljalo 160 učencev osnovnih in srednjih šol, od tega je bilo 57 učencev 8. razredov osnovnih šol in 103 dijakov 3. letnikov srednjih šol. Uporabili smo lestvico socialne anksioznosti za mladostnike (SAS-A; La Greca & Lopez, 1998) in lestvico samoučinkovitosti (GSE; Schwarzer, 1995). Rezultati so pokazali, da med učnim uspehom in socialno anksioznostjo ni pomembne neposredne povezave, medtem ko so pokazali statistično pomembno povezavo med učnim uspehom in zaznano samoučinkovitostjo ter socialno anksioznostjo in zaznano samoučinkovitostjo. Mediacijska analiza je pokazala, da zaznana samoučinkovitost popolnoma mediira odnos med socialno anksioznostjo in učnim uspehom, kar pomeni, da socialna anksioznost ne vpliva neposredno na učni uspeh, temveč posredno preko zaznane samoučinkovitosti. Glavni prispevek raziskave je tako povezan z ugotovitvijo, da lahko z zvišanjem zaznane samoučinkovitosti neposredno vplivamo na znižanje socialne anksioznosti in posredno na zvišanje učnega uspeha. Rezultati podpirajo Bandurovo socialno-kognitivno teorijo, ki zaznano samoučinkovitost opredeljuje kot osrednji mehanizem samoregulacije, hkrati pa odpirajo možnosti za razvoj šolskih intervencij, usmerjenih v krepitev občutka kompetentnosti in zmanjševanje socialnih stisk med mladostniki. Izsledki naše raziskave tako prispevajo k boljšemu razumevanju psiholoških dejavnikov učne uspešnosti in ponujajo izhodišča za nadaljnje raziskave na tem področju. This master's thesis addresses the relationship between academic achievement, social anxiety, and perceived self-efficacy in primary and secondary school students. The main goal was to determine whether perceived self-efficacy functions as a mediator between academic achievement and social anxiety, while we were also interested in the expression of these factors with regard to gender and grade. Our sample consisted of 160 students from primary and secondary schools, including 57 eighth-grade pupils and 103 third-year secondary school students. We implemented the Social Anxiety Scale for Adolescents (SAS-A; La Greca, 1998) and the General Self-Efficacy Scale (GSE; Schwarzer, 1995). The results suggested that there was no significant direct correlation between academic achievement and social anxiety, whereas significant correlations were found between academic achievement and perceived self-efficacy, as well as between social anxiety and perceived self-efficacy. Mediation analysis revealed that perceived self-efficacy fully mediated the relationship between social anxiety and academic achievement, suggesting that social anxiety does not directly influence academic achievement, but affects it indirectly via perceived self-efficacy. The main contribution of this study is the finding that enhancing perceived self-efficacy can directly reduce social anxiety and indirectly improve academic achievement. The results support Bandura's social-cognitive theory, which identifies self-efficacy as a central mechanism of self-regulation, while also highlighting opportunities for the development of school-based interventions aimed at strengthening students' sense of competence and reducing social distress. The study contributes to a deeper understanding of psychological factors linked to academic achievement and provides a basis for future research in this area. učni uspeh socialna anksioznost zaznana samoučinkovitost samoregulacijsko učenje mediacijska analiza Academic achievement Social anxiety Perceived self-efficacy Self-regulated learning Mediation analysis true true false O. Reš Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-09-14 19:56:58 2025-10-09 10:13:18 2025-10-10 03:19:24 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XII, 113 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.3:159.922.8(043.2) 252436995 MAG_Res_Orijana_2025.pdf MAG_Res_Orijana_2025.pdf 1 E07B4B7187889FE449E3126A7C6A9510 764430589e1ad2e5c314c902dda4b05e1a1a42fcb3255848603c4d2edb18a56f b072f9f4-98c5-11f0-8a3e-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=199097 Filozofska fakulteta 0 0 0