Anksioznost in izvršilne funkcije pri dijakih s posebnimi potrebami

Šušek, Mojca

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Title:	Anksioznost in izvršilne funkcije pri dijakih s posebnimi potrebami
Authors:	ID Šušek, Mojca (Author) ID Schmidt Krajnc, Majda (Mentor) More about this mentor...
Files:	MAG_Susek_Mojca_2016.pdf (1,66 MB) MD5: F7447964129548E01473A7ADD4D5D710
Language:	Slovenian
Work type:	Master's thesis
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Inkluzija je temeljna paradigma vključevanja otrok s posebnimi potrebami tudi na sekundarnem nivoju izobraževanja. Otroci s posebnimi potrebami se v srednješolskem izobraževanju poleg težav na posameznih področjih učenja srečujejo tudi z razvojnimi nalogami adolescentnega obdobja, ki prav njim predstavljajo še poseben izziv. Lerner (2000) navaja, da se poleg učnih težav spopadajo s težavami na kognitivnem področju, področju socialnega vedenja in emocionalne stabilnosti. V naši raziskavi smo želeli ugotoviti, koliko so pri dijakih s primanjkljaji na posameznih področjih učenja (PPPU) in njihovih vrstnikih brez odločbe o posebnih potrebah prisotne anksioznost in težave na področju izvršilnih funkcij, ki glede na raziskave (npr. Nelson in Harwood, 2011, Peklaj, 2012, Titz in Karbach, 2014) vplivajo na učno funkcioniranje otrok in mladostnikov. Rezultati so pokazali, da med skupinama dijakov s PPPU in dijakov brez odločbe o usmeritvi ni statistično značilnih razlik pri nobeni komponenti Lestvice anksioznosti. Se pa pri dijakih s PPPU splošna anksioznost in težave pri njenih komponentah (odločanje, čustva in skrbi) nekoliko bolj izražajo. Med spoloma obstajajo statistično značilne razlike, in sicer imajo dekleta anksioznost bolj izraženo kot fantje. Pri ugotavljanju razlik glede anksioznosti med dijaki 1. letnika in dijaki višjih letnikov rezultati niso pokazali statistično značilnih razlik. So pa se pokazale statistično značilne razlike v anksioznosti glede na dosežene ocene pri matematiki in slovenščini, in sicer je bolj izražena pri dijakih z nižjim učnim uspehom. Med dijaki različnih izobraževalnih programov glede splošne ravni anksioznosti ni statistično značilnih razlik, se pa pri vseh spremenljivkah težave najbolj kažejo pri gimnazijcih, najmanj pa pri dijakih 3-letnih programov SPI, med katerimi je največji delež dijakov z odločbo o usmeritvi otrok s posebnimi potrebami. Tudi pri merjenju komponent Lestvice izvršilnih funkcij (postavljanje ciljev, sprejemanje odločitev in načrtovanje; pozornost, iniciativnost, samospremljanje; organiziranje učnih pripomočkov; upravljanje s časom; delovni spomin; kontrola impulzov in čustev; preusmerjanje, prilagodljivost) med skupinama dijakov s PPPU in dijakov brez odločbe o usmeritvi ni statistično značilnih razlik. Med spoloma pri skupni spremenljivki izvršilne funkcije razlike niso statistično značilne, so pa fantje dosegli značilno višje rezultate (več težav) pri komponenti organiziranje šolskih potrebščin. Rezultati primerjave dijakov prvih letnikov z višjimi kažejo, da ne obstajajo statistično značilne razlike med njimi na nobeni od komponent izvršilnih funkcij. Obstajajo pa statistično značilne razlike v izvršilnih funkcijah v prid dijakom z višjimi ocenami. Pri dijakih različnih izobraževalnih programov ni razlik, so pa dijaki, ki obiskujejo program SPI v primerjavi z dijaki programov SSI in PTI bolj organizirani. Podatki kažejo na statistično značilne pozitivne povezave med obema lestvicama, Lestvico anksioznosti za učence in dijake AN-UD (Kozina, 2014) in Lestvico izvršilnih funkcij (prirejeno po Kaufman, 2010), kar pomeni, da se pri dijakih (s PPPU in brez), ki imajo pogostejše težave na področju izvršilnih funkcij, pojavlja višja raven splošne anksioznosti kot pri dijakih, katerih težave na področju izvršilnih funkcij so manj pogoste. Ugotovitve kažejo, da se otroci s posebnimi potrebami srečujejo s težavami na obeh merjenih področjih, kar bistveno vpliva na njihovo šolsko funkcioniranje. Zato bi njihovo diagnosticiranje lahko prispevalo k snovnanju preventivnih programov treningov in nudenja pomoči, ki po raziskavah (npr. Hudoklin, 2015) kažejo dobre rezultate.
Keywords:	učne težave, primanjkljaji na posameznih področjih učenja, anksioznost, izvršilne funkcije
Place of publishing:	Maribor
Publisher:	[M. Šušek]
Year of publishing:	2016
PID:	20.500.12556/DKUM-61076
UDC:	376:373.5:159.97(043.2)
COBISS.SI-ID:	22468104
NUK URN:	URN:SI:UM:DK:QQQNBB9M
Publication date in DKUM:	26.08.2016
Views:	2489
Downloads:	340
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	Anxiety and executive functions at secondary school students with special educational needs
Abstract:	The inclusion is a basic paradigm in education of children with special needs also on secondary level of education. Children with special needs on the secondary level of education are confronted not only with learning disabilities but also with developmental tasks of adolescence which represents a challenge, especially for them. According to Lerner (2000) these children are confronted with learning disabilities, difficulties in cognitive field, social behaviour and emotional stability. In our research we wanted to find out to what extent is anxiety and difficulties in executive function represented in children with learning disabilities and their peers without those which according to research papers (Peklaj, 2012, Nelson in Harwood, 2011, Titz in Karbach, 2014) effect learning function of children and young adults. The results show, that there are no statistically significant differences in any of the components on The Anxiety Scale between the students with learning disabilities and those without. However, the General anxiety and difficulties in its components (Decision taking, Emotions and Worries) are a little more expressed with students that have learning disabilities. Statistically significant, there is a typical gender difference thus anxiety is more expressed with girls than boys. The results between groups of first year students and those of higher levels did not show significant statistic differences. However, there were statistically significant differences in anxiety level regarding the grades achieved in Mathematics and Slovene and were stronger present with those students that had lower grades. The general level of anxiety does not differ between students in different educational programmes although there are significant differences in all variables with students in general educational programmes where the difficulties are most present and the least with students in 3-year vocational programmes amongst which the level of students with learning disabilities is the highest. In measuring the components on the Executive Functions Scale (Goal setting, Decisions, Planning, attention, task initiation, self–monitoring, materials organization, time management, working memory, impulse control, set shifting, adaptability) the results show no statistically significant differences between students with learning disabilities and those without. The common variable in executive functions between genders does not show any statistically significant difference, however the boys achieved higher results (more troubles) in the component Materials organization. Comparison of results between students in the first year and those in higher levels show that statistically there are no significant differences between them in any of the components of Executive Functions. However, the statistically significant differences in Executive Functions exist with students that have higher marks. The results show no difference between students of different educational programmes however the students in vocational educational programmes in comparison with technical and general educational programmes are better in materials organization. The results show significant positive correlations between both scales, The Anxiety Scale for pupils and students AN-UD (Kozina, 2014) and the Executive Functions Scale (adapted from Kaufman, 2010), which means that the students that have more difficulties in the field of execution functions show higher level of anxiety than the students that, have less difficulty in this field. The findings show that the children with special needs are confronted with more problems on both measured fields which influences significantly their school functioning. For this reason could the diagnostics contribute to creating preventive programmes, trainings and help that, according to researches (e.g. Hudoklin, 2015), show good results.
Keywords:	learning difficulties, learning disabilities, anxiety, executive functions

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