20.500.12556/DKUM-96721 Povezanost socialne opore z učno uspešnostjo učencev v 4., 5. in 6. razredu osnovne šole magistrsko delo The relationship between social support and academic achievement among 4th, 5th and 6th grade primary school students Socialna opora je pomemben dejavnik otrokovega razvoja in učne uspešnosti. Zaradi omejenega števila empiričnih raziskav v slovenskem prostoru smo s pričujočo študijo proučili povezanost med socialno oporo in učno uspešnostjo učencev ter analizirali razlike glede na spol in razred. V raziskavi je sodelovalo 259 učencev (46,3 % deklic; povprečna starost vzorca je bila 10,5 leta), ki so v času zbiranja podatkov obiskovali 4., 5. ali 6. razred. Podatke smo zbrali s kratkim vprašalnikom za oceno demografskih značilnosti in učne uspešnosti (opredeljene kot povprečje zaključnih ocen pri predmetih matematika, slovenščina in prvi tuji jezik) ter z Večdimenzionalno lestvico zaznane socialne opore (MSPSS). Rezultati so pokazali, da učenke poročajo o višji socialni opori s strani prijateljev kot učenci, učenci nižjih razredov pa o višji zaznani socialni opori s strani prijateljev in družine v primerjavi z učenci višjih razredov. Razlike v učni uspešnosti glede na spol niso bile statistično značilne. Potrdili smo tudi statistično značilno pozitivno povezanost med vsemi viri zaznane socialne opore (družina, prijatelji, pomembni drugi) in učno uspešnostjo. Ugotovitve poudarjajo pomen sistematične krepitve prijateljskih in družinskih virov opore v osnovni šoli, zlasti na prehodu v višje razrede. Social support is an important factor in children's development and academic achievement. Due to the limited number of empirical studies in the Slovenian context, the present study examined the relationship between social support and students' academic achievement, as well as differences according to gender and grade level. The sample comprised 259 students (46.3% girls; mean age of total sample was 10.5 years) who were attending the 4th, 5th, or 6th grade at the time of data collection. Data were collected using a short questionnaire on demographic characteristics and academic achievement (defined as the average of final grades in mathematics, Slovene, and the first foreign language) and the Multidimensional Scale of Perceived Social Support (MSPSS). The results showed that girls reported higher levels of social support from friends compared to boys, and lower-grade students reported higher perceived support from friends and family compared to higher-grade students. No statistically significant gender differences were found in academic achievement. A significant positive association was confirmed between all sources of perceived social support (family, friends, significant others) and academic achievement. These findings highlight the importance of systematically strengthening family and peer support resources in elementary school, particularly during the transition to higher grades. socialna opora učna uspešnost učenci razlike med spoloma razlike med razredi social support academic achievement students gender differences grade-level differences true true false K. Bezjak Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-01-26 11:51:08 2026-03-03 08:25:24 2026-03-04 03:14:23 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 74 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.3(043.2) 270193411 MAG_Bezjak_Katarina_2026.pdf MAG_Bezjak_Katarina_2026.pdf 1 66080D2A3363AC29FD4A4318918C6A4D 31b578cef043e91f4c0b67478ad717f55a3dbe28035254685081e0103f161d10 dec7edf9-faa5-11f0-9b4e-00155d00018d https://dk.um.si/Dokument.php?lang=slv&id=202545 Pedagoška fakulteta 0 0 0