POVEZANOST RAZREDNE KLIME Z UČNIM USPEHOM, SAMOPODOBO IN MEDVRSTNIŠKIM NASILJEM PRI SREDNJEŠOLCIH

Požun, Barbara

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Title:	POVEZANOST RAZREDNE KLIME Z UČNIM USPEHOM, SAMOPODOBO IN MEDVRSTNIŠKIM NASILJEM PRI SREDNJEŠOLCIH
Authors:	ID Požun, Barbara (Author) ID Košir, Katja (Mentor) More about this mentor...
Files:	MAG_Pozun_Barbara_2014.pdf (546,88 KB) MD5: 233EC72A8B12AB0E85224C5C6BAABE04
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Doživljanje razredne klime se povezuje z različnimi področji dosežkov in vedenja dijakov. Osnovni namen raziskave je ugotoviti, ali obstaja povezanost med zaznavanjem razredne klime dijakov z učnim uspehom, samopodobo in medvrstniškim nasiljem. Cilj je tudi izmeriti zaznavanje razredne klime dijakov in profesorjev. Udeleženci so reševali vprašalnik razredne klime Učno okolje, vprašalnik samopodobe Opisovanje samega sebe in Lestvice medvrstniškega nasilja. Pridobili smo tudi podatke o njihovem učnem uspehu. Vse podatke smo pridobili od 447 dijakov ene izmed posavskih gimnazij, samo vprašalnik razredne klime pa so rešili 502 dijaka in 19 profesorjev. Rezultati kažejo, da se pozitivna razredna klima povezuje z boljšim učnim uspehom, višjo samopodobo in manj zaznanega medvrstniškega nasilja. Pri dijakih in razrednikih obstajajo razlike v zaznavanju med obstoječo in želeno razredno klimo; večinoma so velike. Oboji želijo več povezanosti, zadovoljstva, usmerjenosti k cilju in demokratičnosti ter manj napetosti, neenakosti, klik, apatije, različnosti, tekmovalnosti in neorganiziranosti. Obstaja tudi veliko razlik v zaznavanju obstoječe in želene razredne klime med dijaki in profesorji četrtih letnikov – profesorji zaznavajo razredno klimo bolj pozitivno. Odkrili smo tudi razlike v zaznavanju obstoječe in želene klime glede na stopnjo šolanja – dijaki višjih letnikov zaznavajo slabšo obstoječo klimo – in glede na spol – dekleta zaznavajo višjo obstoječo in želeno klimo.
Keywords:	razredna klima, učni uspeh, samopodoba, medvrstniško nasilje, dijaki.
Place of publishing:	Maribor
Publisher:	[B. Požun]
Year of publishing:	2014
PID:	20.500.12556/DKUM-46421
UDC:	37.015.3-057.87(043.2)
COBISS.SI-ID:	20891656
NUK URN:	URN:SI:UM:DK:YDNXRIOW
Publication date in DKUM:	29.10.2014
Views:	3175
Downloads:	553
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	CORRELATION OF CLASSROOM CLIMATE WITH ACADEMIC ACHIEVEMENT, SELF-CONCEPT AND BULLYING AMONG SECONDARY SCHOOL STUDENTS
Abstract:	How secondary school students experience a classroom climate correlates with various fields of achievements and behaviour. The main purpose of the research is to determine whether there is a correlation between the students’ perception of a classroom climate and their academic achievement, self-concept and bullying. The goal is also to measure the perception of a classroom climate by students and their teachers. Participants had to complete a questionnaire on a classroom climate (Learning Environment Inventory), a questionnaire concerning self-concept (Self Description Questionnaire II) and School Bullying Scales. In addition, we also gathered information about their academic achievement. All the information was collected from 447 secondary school students at one of the grammar schools in the Posavje region. Only the Learning Environment Inventory was completed by 502 students and 19 teachers. The results show that a positive classroom climate correlates with better academic achievement, higher self-concept and lower perception of bullying. However, it has turned out that there are mostly big differences in the perception of the actual and a preferred classroom climate between students and their form teachers. They both care for more cohesiveness, satisfaction, goal direction and democracy, but less friction, favouritism, cliqueness, apathy, diversity, competitiveness and disorganization. A lot of differences also occur in the perception of the actual and preferred classroom climate between senior students and their teachers where the latter find the classroom atmosphere more positive. Furthermore, we discovered disparities in perceiving the actual and preferred classroom climate in relation to the level of schooling – students of higher classes perceive worse actual climate – and in relation to the gender – girls perceive a higher existing and preferred classroom climate.
Keywords:	classroom climate, academic achievement, self-concept, bullying, secondary school students

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