Prepričanja učencev, staršev in učiteljev o notranjih dejavnikih učne uspešnosti

Smrtnik Vitulić, Helena; Lesar, Irena

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Title:	Prepričanja učencev, staršev in učiteljev o notranjih dejavnikih učne uspešnosti
Authors:	ID Smrtnik Vitulić, Helena (Author) ID Lesar, Irena (Author)
Files:	Revija_za_elementarno_izobrazevanje_2014_Smrtnik_Vitulic,_Lesar_Prepricanja_ucencev,_starsev_in_uciteljev_o_notranjih_dejavnikih_ucne_us.pdf (188,61 KB) MD5: DDC200D934F8B177A38BBDA076B2887B PID: 20.500.12556/dkum/7a69fb4c-9f78-4170-9d05-d0651ac02a7d http://rei.pef.um.si/images/Izdaje_revije/2014/1/REI_7_1_cl_2.pdf
Language:	Slovenian
Work type:	Article
Typology:	1.01 - Original Scientific Article
Organization:	PEF - Faculty of Education
Abstract:	S prispevkom smo želeli proučiti prepričanja učencev, učiteljev in staršev o notranjih dejavnikih učne uspešnosti ter preveriti, ali se njihova prepričanja med seboj razlikujejo. V prispevku so tematizirana prepričanja o naslednjih notranjih dejavnikih učne uspešnosti: osebnostnih potezah, intelektualnih sposobnostih, govorni kompetentnosti, zanimanju za predmet in lokusu nadzora. V vzorec je bilo vključenih 516 učencev petega, sedmega in devetega razreda iz 12 različnih osrednjeslovenskih osnovnih šol, njihovih 408 staršev in 195 učiteljev. Starši so v anketnem vprašalniku med širšimi osebnostnimi potezami kot najpomembnejši za učno uspešnost označili odprtost in vestnost, učenci odprtost in ekstravertiranost, učitelji pa sprejemljivost in čustveno stabilnost. Med drugimi izpostavljenimi notranjimi dejavniki učne uspešnosti pa po prepričanjih anketirancev na učno (ne)uspešnost najbolj vplivata (ne)zanimanje za predmet in notranji lokus nadzora, nekoliko manj pa učenčeve intelektualne sposobnosti in govorna kompetentnost. Prepričanja o posameznih dejavnikih učne uspešnosti se med skupinami anketirancev razlikujejo. V prihodnje bi bilo učence, učitelje in starše smiselno spodbuditi k razmišljanju o pomenu posameznih dejavnikov učne uspešnosti, predvsem pa bi bilo z njimi potrebno spregovoriti o tem, na katere dejavnike učenci, učitelji in starši lahko vplivajo in s tem izboljšajo učno uspešnost učenca.
Keywords:	učna uspešnost, prepričanja, notranji dejavniki, starši, učenci, učitelji
Publication status:	Published
Publication version:	Version of Record
Year of publishing:	2014
Number of pages:	str. 19-32
Numbering:	Letn. 7, št. 1
PID:	20.500.12556/DKUM-68491
ISSN:	1855-4431
UDC:	37.015.3
ISSN on article:	1855-4431
COBISS.SI-ID:	10008649
NUK URN:	URN:SI:UM:DK:WGPCIYRT
Publication date in DKUM:	22.09.2017
Views:	1461
Downloads:	251
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Categories:	Misc.
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Record is a part of a journal

Title:	Revija za elementarno izobraževanje
Publisher:	Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakultete Univerze, Univerza na Primorskem, Pedagoška fakulteta, Univerzitetna založba Univerze v Mariboru
ISSN:	1855-4431
COBISS.SI-ID:	239555072

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:	22.09.2017

Secondary language

Language:	English
Title:	The beliefs of students, parents and teachers about internal factors of academic achievement
Abstract:	The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 408 of their parents and 195 teachers. Amongst the broad range of personality traits in the survey questionnaire, parents selected openness and conscientiousness as the most important traits for academic success, while students selected openness and extroversion, and teachers selected agreeableness and emotional stability. In the opinion of the participants in the research, amongst other internal factors of academic success emphasised, those that have the greatest influence on academic achievement are interest in the subject and internal locus of control, while students’ intellectual ability and language competence are attributed slightly less importance. Beliefs regarding the individual factors of academic achievement vary between the groups of participants. In the future, it would be sensible to encourage students, teachers and parents to reflect on the meaning of the individual factors of academic achievement, and especially to speak with them about the factors on which each respective group can exert an influence in order to improve students’ academic achievement.
Keywords:	beliefs, academic achievement, internal factors, students, parents, teachers

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This document is a part of these collections:

Revija za elementarno izobraževanje

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