20.500.12556/DKUM-98841 Vpliv zaslonov na branje, učenje in vedenje tretješolcev magistrsko delo The impact of screens on reading, learning and behaviour of third grade pupils V magistrskem delu smo želeli preučiti vpliv uporabe zaslonov na bralne, učne in vedenjske značilnosti učencev tretjega razreda osnovne šole; pri čemer je bila posebna pozornost namenjena tudi vzgojnemu slogu staršev in učni uspešnosti pri predmetu slovenščina. Namen raziskave je bil ugotoviti pogostost, trajanje in načine uporabe zaslonov pri otrocih, uporabo zaslonov pri starših, značilnosti njihovega vzgojnega sloga ter povezave med uporabo zaslonov, vzgojnim slogom staršev in bralnimi, učnimi ter vedenjskimi značilnostmi otrok. Uporabljen je bil kvantitativni raziskovalni pristop z deskriptivno in korelacijsko metodo raziskovanja. Podatki so bili zbrani s spletnim anketnim vprašalnikom, v raziskavi pa je sodelovalo 278 staršev učencev tretjih razredov osnovnih šol v Sloveniji. Rezultati so pokazali, da sta pogostejša uporaba posameznih digitalnih naprav ter daljši čas njihove uporabe statistično značilno povezani z manj ugodnimi bralnimi, učnimi in vedenjskimi značilnostmi otrok. Analiza je pokazala, da so jasna pravila, omogočanje samostojnosti in nadzor nad uporabo zaslonov statistično značilno povezani z ugodnejšimi značilnostmi otrok. Ugotovitve poudarjajo pomen uravnotežene uporabe digitalnih tehnologij ter pomen aktivne vloge staršev pri spodbujanju branja, razvijanju učnih navad in oblikovanju zdravih digitalnih navad otrok. The aim of this master's thesis was to examine the impact of screen use on the reading, learning, and behavioural characteristics of third-grade primary school pupils, with particular emphasis on parenting style and academic achievement in the Slovenian language subject. The study sought to investigate the frequency, duration, and patterns of children's screen use, parents' screen use, the characteristics of their parenting styles, and the relationships between screen use, parenting style, and children's reading, learning, and behavioural characteristics. A quantitative research approach was adopted, employing descriptive and correlational research methods. Data were collected using an online questionnaire completed by 278 parents of third-grade primary school pupils in Slovenia. The results indicated that more frequent use of digital devices and longer screen time were statistically significantly associated with less favourable reading, learning, and behavioural characteristics among children. Furthermore, the analysis demonstrated that clear parental rules, the encouragement of children's autonomy, and parental monitoring of screen use were statistically significantly associated with more favourable child outcomes. These findings underscore the importance of a balanced use of digital technologies and the active role of parents in fostering reading, developing effective learning habits, and promoting healthy digital habits among children. zasloni tretješolci bralna pismenost vzgojni slog staršev učne navade screens third-grade primary school pupils reading literacy parenting style learning habits true true false N. Zagorac Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-07-12 17:23:10 2026-08-28 14:45:30 2026-08-29 03:10:19 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (X, 99 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.3:004.738.5(043.2) 289322243 MAG_Zagorac_Nina_2026.pdf MAG_Zagorac_Nina_2026.pdf 1 81C421FDFC32E57CDD851C9D8AD116A6 bb3fab62d58b9bf5c84fb6e9e428970bd57ce85d4e6cc1c7519fd5541b974f7f 724461d5-8012-11f1-8699-00155d580e34 https://dk.um.si/Dokument.php?lang=slv&id=208279 Pedagoška fakulteta 0 0 0