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Title:Vloga socilanih odnosov v razredu pri aktivnem vključevanju učencev v pouk angleškega jezika
Authors:ID Matrić, Maja (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
ID Brumen, Mihaela (Comentor)
Files:.pdf DOK_Matric_Maja_2018.pdf (1,70 MB)
MD5: D178FFD54A39621266FA01F4443AD0C0
PID: 20.500.12556/dkum/e5fc0ab2-91e5-4f22-84b4-e3e3a6e24c13
 
Language:Slovenian
Work type:Dissertation
Typology:2.08 - Doctoral Dissertation
Organization:PEF - Faculty of Education
Abstract:Šola ni le socialni kontekst za usvajanje učne snovi, temveč tudi za učenje socialnega vedenja (Košir, 2013), zaradi česar ne gre zanemarjati pomena socialnih odnosov, ki jih učenec sooblikuje znotraj vrstniških skupin. Tako se raziskave na področju pedagoške psihologije ne osredotočajo več le na kognitivne vidike šolanja (Pellegrini in Blatchford, 2000), ampak vse bolj tudi na učenje, razvoj in šolanje v luči socialnega konteksta, torej z upoštevanjem medvrstniških odnosov, socialne sprejetosti, pripadnosti skupini ali potrebe po povezanosti v učnem procesu. Tako doktorska disertacija obravnava odnos med socialnimi in učnimi spremenljivkami, natančneje pa smo želeli ugotoviti odnos med merami stopnje zadovoljenosti potrebe po povezanosti (zaznana učna in osebna opora s strani vrstnikov, razredna klima in učiteljeva ocena socialne sprejetosti učenca) in merami aktivnega vključevanja v pouk angleškega jezika (učiteljeva ocena in učenčeva samoocena zavzetosti pri pouku angleščine ter tesnobnost pri pouku angleščine) ter ugotoviti, ali je odnos med obema sklopoma spremenljivk specifičen glede na spol učencev. Naš raziskovalni načrt sicer ni omogočal preverjanja vzročnih odnosov med posameznimi merami zadovoljene potrebe po povezanosti in aktivnega vključevanja v pouk angleščine. Zaradi tega tudi nismo mogli sklepati o smeri odnosov, temveč smo na osrednje raziskovalno vprašanje o odnosu med merami zadovoljene potrebe po povezanosti in aktivnim vključevanjem v pouk angleškega jezika, odgovarjali s pomočjo korelacij in napovednih vrednosti med posameznimi merami. V raziskavi je sodelovalo 535 učencev iz 35 oddelkov sedmih osnovnih šol iz mestnega in primestnega okolja ter 11 učiteljev angleškega jezika, ki poučujejo v izbranih oddelkih. S pomočjo vprašalnika smo od udeležencev pridobili podatke o posameznih merah zadovoljene potrebe po povezanosti – zaznana opora s strani vrstnikov, razredna klima in učiteljeva ocena učenčeve socialne sprejetosti, in posameznih merah aktivnega vključevanja v pouk angleškega jezika – učenčeva ocena čustvene in vedenjske zavzetosti, učiteljeva ocena učenčeve zavzetosti in tesnobnost pri pouku tujega jezika. Na podlagi pridobljenih podatkov smo ovrednotili izhodiščne raziskovalne hipoteze in ugotovili, da zadovoljena potreba po povezanosti in spol v različni meri napovedujejo aktivno udeležbo učencev pri pouku angleškega jezika, in sicer je zadovoljena potreba po povezanosti napovednik vseh mer aktivnega vključevanja v pouk - najmočneje učenčeve čustvene zavzetosti ter učiteljeve ocene učenčeve zavzetosti, a tudi učenčeve ocene vedenjske zavzetosti in tesnobnosti pri pouku tujega jezika. Ugotovili smo, da je za učence, ki zaznavajo višjo učno in osebo oporo s strani vrstnikov ter so s strani učiteljev ocenjeni kot bolj sprejeti, značilna višja zavzetost in nižja tesnobnost, kakor smo tudi v raziskavi opredelili višjo aktivno udeležbo pri pouku angleškega jezika. Ravno tako podatki kažejo, da je spol pomemben napovednik aktivnega vključevanja v pouk, saj je odnos med merami potrebe po povezanosti in aktivnega vključevanja v pouk pri dekletih močnejši ter, da spol pozitivno napoveduje vse mere aktivnega vključevanja v pouk angleškega jezika, razen tesnobnost. Naše ugotovitve imajo izjemno pomembno praktično vrednost v šolskem okolju, saj kažejo na pomembno mesto socialnih spremenljivk pri poučevanju tujega jezika oziroma v procesu šolanja nasploh. Na podlagi naših ugotovitev smo oblikovali smernice, s pomočjo katerih lahko učitelji tujega jezika in šola s poznavanjem vloge zadovoljene potrebe po povezanosti v šoli pripomorejo k večji aktivni udeležbi učencev pri pouku tujega jezika, kar se v šoli kaže kot večja želja po učenju ter sodelovanje in prizadevnost pri šolskem delu.
Keywords:zaznana opora s strani vrstnikov, socialna sprejetost, čustvena in vedenjska zavzetost, vrstniški odnosi, tesnobnost.
Place of publishing:[Maribor
Publisher:M. Matrić]
Year of publishing:2018
PID:20.500.12556/DKUM-68331 New window
UDC:37.015.3(043.3)
COBISS.SI-ID:295567872 New window
NUK URN:URN:SI:UM:DK:HUWBKYBI
Publication date in DKUM:22.08.2018
Views:2206
Downloads:307
Metadata:XML DC-XML DC-RDF
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:18.09.2017

Secondary language

Language:English
Title:THE ROLE SOCIAL RELATIONSHIPS HAVE IN CHILDREN’S ACTIVE ENGAGEMENT WHEN LEARNING ENGLISH AS A FOREIGN LANGUAGE
Abstract:School cannot be merely defined as a content-learning context, but also an environment in which pupils learn social behaviour (Košir, 2013). Because of this, we cannot simply overlook the importance of social relationships children form within their peer groups. Therefore, research in the field of educational psychology no longer focuses only on the cognitive aspects of learning (Pellegrini and Blatchford, 2000) but on learning, development and education in a social context, taking into account peer relationships, social acceptance, belonging and relatedness in the learning process. Therefore, our doctoral thesis aimed to investigate the relationship between social and academic variables. More specifically, the relationship between the measures of satisfied need for relatedness (perceived academic and personal peer support, classroom climate and teacher’s assessment of pupil’s social acceptance) and the measures of active engagement in EFL lessons (teacher assessment and student self-assessment of engagement and foreign language anxiety), as well as possible gender differences. Our research plan did not enable to investigate the causal relations between the measures of satisfied need for relatedness and active engagement, which prevented us from concluding on the direction of the relationship between the two concepts. However, we did answer the main research question on the relationship between individual measures of satisfied need for relatedness and active engagement using correlations and predictive values of individual measures that were included in the research. The research included 535 pupils from 35 different urban and suburban primary schools (aged 12 to 15) as well as 11 language teachers who taught the pupils participating in the research. The self- and teacher-report questionnaires were used to assess measures of satisfied need for relatedness (perceived academic and personal peer support and the teacher’s assessment of the pupil’s social acceptance among peers) and active engagement (pupil's assessment of behavioural and emotional engagement, teacher's assessment of pupil's engagement and anxiety). Using the gathered data, we were able to examine the research hypotheses. Our results indicated that satisfied need for relatedness and gender differently predict all measures of active engagement. The predictive value of need for relatedness was the strongest for student's emotional engagement and the teacher's assessment of pupil's engagement, followed by the pupil's behavioural engagement and foreign language learning anxiety. Based on this we can conclude that students who report of higher peer support and are assessed as more socially accepted by their teachers experience higher engagement (self-assessed and teacher-assessed) and lower foreign language learning anxiety. Gender turned out to be an important predictor of active engagement. The relationship between the measures of relatedness and active engagement was stronger for girls, while gender positively predict all measures of active engagement, which is higher for girls, apart from anxiety. Our findings have important practical implications as they point out the important role of social variables in the context of teaching foreign language and education in general. Based on this we drew up several guidelines, which can help EFL teachers and schools boost active engagement of their pupils, resulting in pupils who are eager to learn and actively participate in the learning process.
Keywords:perceived peer support, social acceptance, emotional and behavioural engagement, peer relationships, anxiety.


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