20.500.12556/DKUM-98200 Povezava med pravičnostjo profesorjev, kot jo zaznavajo dijaki, in učno motivacijo dijakov magistrsko delo The relationship between teachers' fairness, as perceived by students, and students' learning motivation Magistrsko delo obravnava povezanost med zaznano pravičnostjo profesorjev in učno motivacijo dijakov v srednješolskem izobraževanju. Namen raziskave je bil ugotoviti, kako dijaki zaznavajo pravičnost profesorjev ter kako je ta povezana z intrinzično motivacijo, ekstrinzično motivacijo in amotivacijo. V raziskavi je sodelovalo 350 dijakov različnih srednjih šol. Podatki so bili zbrani s pomočjo standardiziranih vprašalnikov, analizirani pa s pomočjo neparametričnih statističnih testov. Rezultati raziskave so pokazali, da je bila med posameznimi dimenzijami učne motivacije pri dijakih najvišje izražena ekstrinzična motivacija, najnižje pa amotivacija. Ugotovljena je bila statistično značilna pozitivna povezanost med zaznano pravičnostjo profesorjev in ekstrinzično motivacijo ter statistično značilna negativna povezanost med zaznano pravičnostjo profesorjev in amotivacijo. Statistično značilne povezave med zaznano pravičnostjo profesorjev in intrinzično motivacijo nismo ugotovili. Prav tako raziskava ni pokazala statistično značilnih razlik v zaznani pravičnosti profesorjev glede na spol dijakov in njihov letnik šolanja. Rezultati poudarjajo pomen pravičnega in spoštljivega ravnanja profesorjev pri oblikovanju spodbudnega učnega okolja ter vlogo učne motivacije pri zagotavljanju kakovostnejšega učnega procesa. The master's thesis examines the connection between perceived fairness of teachers and students' learning motivation in secondary education. The purpose of the research was to determine how students perceive the fairness of teachers and how this is related to intrinsic motivation, extrinsic motivation, and amotivation. 350 students from various high schools participated in the study. Data were collected using standardized questionnaires and analyzed using non-parametric statistical tests. The results of the study showed that among the individual dimensions of learning motivation in students, extrinsic motivation was the most expressed, and amotivation was the least. A statistically significant positive correlation was found between perceived fairness of teachers and extrinsic motivation, and a statistically significant negative correlation was found between perceived fairness of teachers and amotivation. We did not find a statistically significant relationship between perceived fairness of teachers and intrinsic motivation. The research also showed no statistically significant differences in the perceived fairness of teachers based on the gender of the students and their year of schooling. The results emphasize the importance of fair and respectful behaviour by teachers in creating a stimulating learning environment and the role of learning motivation in ensuring a higher quality learning process. učna motivacija pravičnost profesorjev srednješolsko izobraževanje zaznana pravičnost learning motivation teachers' fairness secondary education perceived fairness true true false Z. Kepe Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-05-26 09:27:43 2026-06-19 11:02:35 2026-06-20 03:06:42 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF ([X], 65 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.12:177.9(043.2) 282223875 MAG_Kepe_Zala_2026.pdf MAG_Kepe_Zala_2026.pdf 1 9B7AF8B74C2DED7BF6CCC5808795CB73 045801f8a75d961f7f4323aa8c15117bb49ec54896dc1c1c9fa804b396f2d089 f83092d4-58d4-11f1-b241-00155d580e34 https://dk.um.si/Dokument.php?lang=slv&id=206412 Filozofska fakulteta 0 0 0