Izvršilne funkcije pri učencih s primanjkljaji na posameznih področjih učenja

Senekovič, Jasna

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Title:	Izvršilne funkcije pri učencih s primanjkljaji na posameznih področjih učenja
Authors:	ID Senekovič, Jasna (Author) ID Bakračevič, Karin (Mentor) More about this mentor...
Files:	MAG_Senekovic_Jasna_2017.pdf (1,33 MB) MD5: 33A53874307E1A2CDCCFD0F9C77D4373
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	V magistrskem delu z naslovom Izvršilne funkcije pri učencih s primanjkljaji na posameznih področjih učenja v prvem delu predstavljamo dosedanja spoznanja o izvršilnih funkcijah in učnih težavah v osnovni šoli, še posebej učencev s primanjkljaji na posameznih področjih učenja (PPPU). Tako smo v teoretičnem delu najprej opredelili osnovne pojme izvršilne funkcije, samoregulacija, metakognicija, učenje učenja in učne težave, posebej še primanjkljaje na posameznih področjih učenja. Podrobneje smo povezali izvršilne funkcije in primanjkljaje na posameznih področjih učenja. V empiričnem delu smo s pomočjo vprašalnika BRIEF za učitelje (Gioia, Isquith, Guy in Kenworthy, 2000) raziskovali izvršilne funkcije pri učencih s PPPU v primerjavi z vrstniki. Ob tem smo ugotavljali, na katerih področjih izvršilnih funkcij (inhibicija, menjavanje, čustvena kontrola, iniciativnost, delovni spomin, načrtovanje in organizacija, organizacija gradiv in spremljanje) imajo otroci največ težav. Pri omenjenih področjih smo kontrolirali tudi vlogo spola in starosti. Ugotovili smo, da imajo učenci s PPPU statistično pomembno večje primanjkljaje na dveh področjih: delovnem spominu in organizaciji gradiv. V ostalih kategorijah statistično pomembnih razlik ni bilo. Rezultati so pokazali tudi obstoj statistično pomembnih razlik glede na spol v inhibiciji in spremljanju. Več težav v teh dveh domenah izvršilnih funkcij imajo prav fantje. V ostalih kategorijah razlik med dekleti in fanti ni bilo. Statistično pomembnih razlik v izvršilnih funkcijah glede na starost nismo ugotovili.
Keywords:	izvršilne funkcije, učne težave, primanjkljaji na posameznih področjih učenja, delovni spomin, organizacija
Place of publishing:	Maribor
Publisher:	[J. Senekovič]
Year of publishing:	2017
PID:	20.500.12556/DKUM-66538
UDC:	159.953-056.36(043.2)
COBISS.SI-ID:	23271688
NUK URN:	URN:SI:UM:DK:HARQCYVQ
Publication date in DKUM:	18.08.2017
Views:	12668
Downloads:	645
Metadata:
Categories:	PEF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	30.06.2017

Secondary language

Language:	English
Title:	Executive functions of students with learning disabilities
Abstract:	In the first part of the master's thesis “Executive Functions of Students with Learning Disabilities”, we present previous knowledge about executive functions and learning difficulties in elementary school, especially students with learning disabilities. Thus, in theoretical work, we first defined the basic concepts of executive function, self-regulation, metacognition, learning to learn, learning difficulties and especially learning disabilities. We connected in more detail the executive functions and learning disabilities. In the empirical work, using the BRIEF questionnaire for teachers (Gioia, Isquith, Guy and Kenworthy, 2000), we examined the performance functions of students with learning disabilities versus peers. In addition, we identified the areas where executive functions (inhibition, shifting, emotional control, initiative, working memory, planning and organization, organization of materials and monitoring) represent the most problems for children. In these areas, we also controlled the role of gender and age. We have found out that pupils with learning disabilities have statistically significantly higher deficits in two areas: working memory and organization of materials. There were no statistically significant differences in other categories. The results also showed the existence of statistically significant gender differences in inhibition and monitoring. The fewer problems in these two domains of executive functions occur with just boys. There were no differences between girls and boys in other categories. We did not find statistically significant differences in executive functions with respect to age.
Keywords:	executive functions, learning difficulties, learning disabilities, working memory, organization

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