ČUSTVA, KI JIH UČENCI DOŽIVLJAJO V STRESNIH SITUACIJAH

Kusić, Tanja

| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

First page > Show document

Show document

Title:	ČUSTVA, KI JIH UČENCI DOŽIVLJAJO V STRESNIH SITUACIJAH
Authors:	ID Kusić, Tanja (Author) ID Cugmas, Zlatka (Mentor) More about this mentor...
Files:	UNI_Kusic_Tanja_2013.pdf (1,30 MB) MD5: 3B798DB55BC199A0060C599328D5D018 PID: 20.500.12556/dkum/0c7e06c5-b3e0-40fc-8e9c-e32761c21765
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	V diplomskem delu Čustva, ki jih učenci doživljajo v stresnih situacijah sem se osredotočila na čustva, za katere sem menila, da jih učenci pogosteje doživljajo v stresnih situacijah. Ta čustva so veselje, strah, jeza, sram, žalost in krivda. Prav tako sem se osredotočila na pojem stres. Skušala sem povezati čustva s stresnimi situacijami in raziskati, kako se pojma stres in čustvo med seboj povezujeta. V teoretičnem delu sem opisala čustva kot del duševnih procesov, opredelila pojem čustvo in opisala temeljne značilnosti čustev. Prav tako sem opisala vrste čustev, opredelila značilnosti emocionalnega vedenja in opisala čustva kot proces, hkrati sem zapisala nekaj o funkcijah in izražanju čustev ter ocenjevanju čustev po izrazu. Natančneje sem opredelila temeljna in sestavljena čustva in opisala njihove značilnosti. Mednje sem uvrstila veselje, strah, jezo, žalost, ponos, sram, ljubosumje in krivdo. Prav tako sem opredelila čutna čustva. Zapisala sem pomen čustev in osnovne čustvene potrebe, ki jih potrebuje posameznik za čvrsto osebnostno zrelost. V poglavju razvoja čustev sem natančneje opredelila razvoj čustev po posameznih področjih. Mednje sem uvrstila prve začetke izražanja čustev, razvoj prepoznavanja čustev, razvoj razumevanja vzrokov za čustva, razvoj nadzora oziroma uravnavanja čustev, razvoj razumevanja prikrivanja čustev in razvoj simultanosti čustev. Natančneje sem opisala razvoj razumevanja čustev od otroštva do mladostništva. Opredelila sem razvoj temeljnih in kompleksnih čustev. Zapisala sem nekaj dejavnikov, ki vplivajo na proces čustvenega razvoja in so povezani s čustvenim odzivanjem. Prav tako sem opisala vlogi učenja in dednosti v razvoju čustvovanja. Širše poglavje v teoretičnem delu sem namenila stresu. Stres sem teoretično opredelila, opisala dejavnike stresa in opredelila pojem duševne krize. V nadaljevanju sem se osredotočila na povzročitelje stresa, na stresne situacije in na pozitivni ter negativni stres. Zanimalo me je, kako se kaže stres, zato sem natančneje opredelila odzivanje na stres in druge obremenitve pri posamezniku. Zapisala sem, kako se odziva organizem na delovanje stresorjev. Poudarek sem namenila poglavju obvladovanja negativnega stresa, zapisala učiteljeve strategije za obvladovanje stresa in opredelila šolo kot varovalni dejavnik pri stresu. Opisala sem tudi obrambne mehanizme. Zadnje poglavje v teoretičnem delu naloge sem namenila povezavi med čustvi in stresom. V empiričnem delu diplomskega dela sem s pomočjo računalniškega programa SPSS obdelala podatke, ki sem jih pridobila z anketnim vprašalnikom. Zanimale so me razlike pri učencih v doživljanju stresnih situacij, katera čustva pri tem doživljajo ter kako intenzivna so ta čustva v izbranih stresnih situacijah. Raziskava je pokazala, da lahko prvi dve hipotezi potrdim; da ni razlik med spoloma pri samem doživljanju stresnih situacij in ni razlik med spoloma pri doživljanju različnih čustev v stresnih situacijah. Tretjo hipotezo lahko zavržem, saj obstajajo razlike med spoloma v intenzivnosti doživljanja posameznega čustva v stresnih situacijah.
Keywords:	temeljna čustva, stresne situacije, šolski otrok, doživljanje čustev, intenzivnost čustev
Place of publishing:	Maribor
Publisher:	[T. Kusić]
Year of publishing:	2013
PID:	20.500.12556/DKUM-40150
UDC:	159.942:159.944.4-053.5(043.2)
COBISS.SI-ID:	19850760
NUK URN:	URN:SI:UM:DK:18Z1OQMS
Publication date in DKUM:	14.05.2013
Views:	3258
Downloads:	550
Metadata:
Categories:	PEF
:	Copy citation

Average score:	(0 votes)
Your score:	Voting is allowed only for logged in users.
Share:

Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

Secondary language

Language:	English
Title:	FEELINGS, THAT PUPILS EXPERIENCE IN STRESSFUL SITUATIONS
Abstract:	In my diploma I have concentrated on emotions I assumed pupils normally experience in stressful situations. These emotions are joy, fear, anger, sadness and guilt. I have also concentrated on the concept of stress. I have related emotions and stressful situations to explore the effects of stress on emotions. In theoretical part I have dealt with emotions as part emotional proccesses, established the concept of feelings and described them and their basic characteristics. I have defined features of emotional behaviour as well as described feelings as a process, their functions and expressing and understanding fellings by expressions. Basic and combined emotions are also described along with their characteristics. I have concentrated on joy, fear, anger, sadness, pride, shame, jealousy and guilt, as well as defined sensual emotions and basic emotional needs for an individuals' emotional maturity. In the field of emotional development I have concentrated on each individual field; the start of expressing emotions, development of emotional recognition, understanding causes, controlling and balancing emotions, concealing emotions and the development of simultaneous emotions with the emphasis on the period from childhood to adolescence. Factors that effect on the process of emotional development and are connected to emotional response are also included, as well as learning and heritable aspects. The most comprehensive chapter concerns stress. I have theoretically defined it, stated stress factors and defined emotional crisis. I have concentrated on causes for stress, stressful situations and positive or negative stress, especially on how an individual reacts to stress and other emotional burden. With the emphasis on controlling negative stress through teacher's strategies and school as a protective factor I have also described defense mechanisms. The last chapter of theoretical part connects emotions and stress. In the empirical part of my diploma I have analysed data, gathered in a survey by using a SPSS programme. I wanted to know about the stressful situations and if pupils react to them differently, which emotions they encounter and how intense these emotions are. My research has shown that there is no difference in how both genders react to stressful situations and which emotions they experience, so that the rirst and the second hipothesis were correct. The third hypothesis was overthrown, as there are differences in the intensity of experiencing certain emotions for female or male gender in stressful situations.
Keywords:	basic emotions, stressful situations, pupil, experiencing feelings, intensity of feelings

Comments

Leave comment

You must log in to leave a comment.

Comments (0)

0 - 0 / 0

There are no comments!

Back