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Title:STRAH PRED PREVERJANJEM IN OCENJEVANJEM ZNANJA PRI UČENCIH TER NAČINI SPOPRIJEMANJA Z NJIM
Authors:ID Župnek, Jerneja (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
Files:.pdf UNI_Zupnek_Jerneja_2013.pdf (1,54 MB)
MD5: A9705D0FEDBCCAD5C0A432AD694C9B8B
PID: 20.500.12556/dkum/249bbe4d-8e2c-4210-82d9-c72479af964d
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Strah in njegove negativne posledice niso značilne le za odrasle. Način življenja otrok in mladostnikov namreč postaja vse bolj podoben stresnemu načinu življenja odraslih. Osrednji problem diplomske naloge je proučiti strah pred preverjanjem znanja pri učencih. Temo diplomske naloge sem izbrala na podlagi opazovanja učencev pred in med preverjanjem in ocenjevanjem znanja med obvezno pedagoško prakso, ter med pripravami na ocenjevanje pri prostovoljni pomoči otrokom z učnimi težavami na Centru za Socialno delo v Celju. V teoretičnem delu naloge sem se osredotočila na to, kaj je strah, kaj ga povzroča, kakšne posledice lahko ima ter posledično kdaj govorimo o stresnih motnjah. Zanimalo me je, kako se strah kaže, kakšni so vzroki zanj, kako ga prepoznamo in kako na najbolj učinkovit način pomagati učencem pri premagovanju le-tega. Zajela sem specifične značilnosti otrok, ki pogosteje doživljajo strah pred preverjanjem in ocenjevanjem znanja, in to povezala z atribucijsko teorijo. Ne nazadnje pa je govora tudi o nepogrešljivih načinih spoprijemanja s strahom, kaj lahko za boljše počutje učencev naredi šola in kakšno vlogo imajo pri vsem tem starši. Obremenjenost otrok in mladostnikov izvira iz vse večjih lastnih pričakovanj, pa tudi pričakovanj staršev in neposredne okolice, iz nenehne potrebe po dokazovanju in uspehu za vsako ceno, ki je tudi družbeno spodbujena in ustvarjena. Iz tega razloga sem empirični del namenila raziskavi, ali se strah pred preverjanjem in ocenjevanjem znanja pri učencih razlikuje glede na spol, starost ter vključenost v program evropske mreže zdravih šol, čemu učenci pripisujejo svoj uspeh ali neuspeh, kako se odzivajo na strah, ga obvladujejo ter ali je uspeh dejavnik doživljanja strahu pred preverjanjem in ocenjevanjem znanja. V raziskavi so sodelovali štirje oddelki 5. in 6. razreda osnovne šole in štirje oddelki 3. in 4. letnika srednje šole, ki so vključeni v evropski program mreže zdravih šol. Kot kontrolna skupina so v raziskavi sodelovali tudi štirje oddelki 5. in 6. razreda osnovne šole in štirje oddelki 3. in 4. letnika srednje šole, ki niso vključeni v evropski program mreže zdravih šol. Pri raziskavi sem uporabila anketne vprašalnike, ki sem jih osebno pridobila na vsaki šoli posebej. II Opravljena raziskava je pokazala, da je veliko večino učencev strah preverjanja znanja, v večji meri šole, ki niso vključene v program Evropske mreže zdravih šol, srednješolce, dečke, ter učence z nižjim učnim uspehom. Glede na to, da se imajo učenci vključenih šol priložnost udeleževati izobraževanj za lažje spoprijemanje s strahom, je ta udeležba izredno nizka, saj se jih le-tega udeležuje četrtina, od tega več osnovnošolcev, dečkov ter učencev z boljšim učnim uspehom. Ne glede na to ali je učence strah ali ne, razloge za uspeh in neuspeh ter razloge za strah in odsotnost le-tega, v veliki večini pripisujejo notranjim dejavnikom, z zelo nizkimi odstopanji po spremenljivkah. Počutje pred preverjanjem in ocenjevanjem znanja učenci označujejo s prevladujočimi čustvenimi, nato telesnimi in nazadnje miselnimi znaki, s prav tako manjšimi razlikami med spremenljivkami. Največja odstopanja se kažejo pri učencih s slabšim uspehom, saj se z izjemo pri njih strah bolj kaže v telesnih znakih. Kako se učenci spoprijemajo s strahom in kaj svetujejo, lahko povzamem, da jih večina svetuje več vložka v učenje in sproščanje, kljub vsemu pa se mnogo preveč učencev poslužuje nedovoljenih substanc. Ob koncu preverjanj je raziskava pokazala, da se učenci počutijo dobro in sproščeno z izjemo nekaterih, ki se še po koncu preverjanja obremenjujejo, kar lahko povzroča nemalo negativnih posledic v duševnem zdravju.
Keywords:Strah, stresne motnje, preverjanje znanja, ocenjevanje znanja, premagovanje strahu, Evropska mreža zdravih šol.
Place of publishing:Maribor
Publisher:[J. Župnek]
Year of publishing:2013
PID:20.500.12556/DKUM-40529 New window
UDC:159.9(043.2)
COBISS.SI-ID:19945480 New window
NUK URN:URN:SI:UM:DK:FNTAF16R
Publication date in DKUM:20.06.2013
Views:3385
Downloads:416
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:PUPILS' ANXIETY ABOUT EXAMINATION AND EVALUATION OF THEIR KNOWLEDGE AND WAYS OF FIGHTING IT BACK
Abstract:Anxiety and its negative consequences are not typical of adults only. Yet, the way in which children and adolescents live in is getting more and more similar to their stressful life too. The main part of this university degree thesis is to study pupils’ fear from examinations. My decision to investigate the topic in case is based on observing the pupils’ behaviour previously to as well as in the course of their knowledge being examined and evaluated during my compulsory pedagogical practical work and also at getting ready to evaluating at my voluntary assistance to children with learning disabilities at Center za Socialno delo in Celje (Social Work Centre in Celje). The theoretical part of this thesis is focused to the definition of “anxiety/fear”, its sources and possible consequences and, according to this, to estimating when the stress related disorders can be clearly recognised with children. Furthermore, much of my attention was devoted to recognising the symptoms of anxiety, its reasons, the ways we are able to discover it, and also the most effective mode of helping children cope with it. I involved specific characteristics of children more frequently suffering from the fear from examinations and evaluation of their knowledge which I correlated them to the attributional theory. At last but not least, I also discussed about indispensable ways of coping awith fear, the role of school in creating a better atmosphere for pupils as well as the role of parents in such situation. Burdens on children and adolescents arise from ever greater proper expectations and those of the parents, the life surroundings, from a constant need to prove and from a success at any socially encouraged and created price. For this reason, the empirical part was meant to a research trying to unveil whether the fear from examinations and evaluation of the pupils’ knowledge depends on the gender, age and incorporation in the programme of the European Healthy Schools Network, to what the pupils impute their success/failure to, their reactions to the fear and coping with it as well as recognising the success as the factor of experiencing the fear from examinations and evaluation. The research included four classes of 5 and 6 primary grade pupils and also four classes of 3 and 4 secondary school students, all taking part in the European Programme of Healthy Schools Network. Four classes of 5 and 6 primary school grade pupils and four 3 and 4 IV secondary school grade students not incorporated in the programme were used as the control groups. The research was partially based on a poll, the query sheets were distributed to each schools separately. The results gained by the research proved that the majority of children do suffer from the fear from being examined and evaluated, especially the pupils of schools not taking part in the programme of European Healthy Schools Network, the secondary school students, male pupils (boys), and pupils of weaker educational attainment. According to the fact that pupils of incorporated schools are being given the opportunity of learning how to cope with anxiety in easier way, the number of participants to these lessons was recorded to be extremely low and would not overcome a quarter of all pupils, of who the majority was presented by boys and pupils of better educational attainment. No matter the pupils feel fear or not, the reasons of success/failure, anxiety and the lack of it may be attributed to a high degree to internal factors with a very low level of deviation to particular variables. The state of feelings previous to the process of checking out and evaluation of their knowledge at school is described by prevailing emotional, physical and finally mental signs differing slightly among variables. The most outstanding deviations are evident with pupils of weaker educational attainment who demonstrate their anxiety with physical signs least. The ways in which pupils cope with fear and their advice may let us sum up that the majority of them would invest more energy into learning and getting relaxe
Keywords:Anxiety, stress related disorders, examinations, evaluation of knowledge, coping with anxiety, European network of healthy schools


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