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Title:Uporaba elektronskih šolskih sistemov pri starših učencev osnovne šole: pogostost, motivi za uporabo in povezanost z vidika starševskega vedenja ter učnega delovanja otrok
Authors:ID Ravnikar, Katja (Author)
ID Starina, Ana Marie (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
Files:.pdf MAG_Ravnikar_Katja_2019.pdf (1,87 MB)
MD5: 3841FE6640359EB5A3AE704E8E0F4293
PID: 20.500.12556/dkum/91881503-bb6a-4775-95db-92a79d611d27
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:S šolskim letom 2007/2008 so slovenske osnovne in srednje šole dobile možnost uporabe storitve elektronske redovalnice (Pirc, 2008). V magistrski nalogi smo obravnavali posamezne motive in pogostost uporabe e-šolskih sistemov s strani staršev v povezavi z vidiki samoregulacije učenja in zaznavanjem starševstva pri učencih. V vzorec raziskave smo vključili 288 učencev predmetne stopnje in njihovih starše iz devetih različnih osnovnih šol. Udeleženci so reševali paketke vprašalnikov, ki so za učence vključevali: Vprašalnik stališč do e-redovalnice, Vprašalnik samoregulacije v učni situaciji (MSLQ) in Lestvico zaznavanja starševstva (POPs) ter za starše: Vprašalnik stališč do e-redovalnice in motivov ter pogostosti za uporabo e-šolskih sistemov in Vprašalnik družinske vključenosti (FIQ-E). Izvedli smo tudi intervjuje z izbranim predstavnikom na vseh udeleženih šolah. Ugotovili smo, da se motivi vezani na nadzor in pogostejša uporaba e-šolskih sistemov s strani staršev, negativno povezujejo z učnim uspehom učencev. Hkrati pa se motivi vezani na nadzor statistično pomembno negativno povezujejo tudi z zaznavanjem starševstva s strani učencev, kar se nanaša na podpiranje avtonomije in zaznavanje vključenosti. Pogostost uporabe e-šolskih orodij se statistično pomembno razlikuje med starši, ki uporabljajo osnovni paket in starši, ki uporabljajo plačljivi paket. Uporaba e-šolskih sistemov staršev, ki imajo plačljivi paket bolj izhaja iz motivov vezanih na nadzor in komunikacijo, v primerjavi s starši, ki imajo samo osnovni paket.
Keywords:e-šolski sistemi, samoregulacija, vključevanje staršev v šolo, komunikacija med šolo in starši, nadzor, zaznavanje starševstva
Place of publishing:Maribor
Publisher:[K. Ravnikar], [A. M. Starina]
Year of publishing:2019
PID:20.500.12556/DKUM-75194 New window
UDC:159.922.7:004(043.2)
COBISS.SI-ID:24825352 New window
NUK URN:URN:SI:UM:DK:0XATZDG7
Publication date in DKUM:18.10.2019
Views:1406
Downloads:167
Metadata:XML DC-XML DC-RDF
Categories:FF
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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:26.09.2019

Secondary language

Language:English
Title:Use of school electronic information and management systems among primary school pupils` parents, frequency, motifs for use and relation between the use and aspects of parental behaviour as well as children's learning activity
Abstract:In the school year 2007/2008 Slovenian primary and secondary schools were offered the opportunity to use e-gradebooks (Pirc, 2008). In this thesis we have discussed different motifs and the frequency of the use of e-school systems by parents. We have also analyzed the relation between the use of e-school systems and self-regulation of learning as well as learners' perception of parenthood. 288 students of lower secondary level and their parents, from nine different Slovenian schools, were included in the survey. The participants were asked to fill in packs of questionnaires. For students we used a questionnaire on their attitude to e-gradebook, The Motivated Strategies for Learning Questionnaire (MSLQ) and Perceptions of Parents Scales (POPs). The parents were asked to fill in a questionnaire on their attitude, motifs for and the frequency of the use of e-school systems, as well as Family Involvement Questionnaire - Elementary (FIQ-E). We have also interviewed chosen representatives of all nine schools. We have found that the motifs linked to control issues and frequent use of e-school systems by parents are in negative correlation with learners' achievements. At the same time we found statistically significant negative correlation between the motifs connected to control and the perception of parenthood on the side of the students, which is closely related to autonimy support and involvement perception. The statistics show significant variation in the frequency of use of the e-tools among the parents who decide for basic acess (free of charge) with limited use and parents who decide to pay for full access. The use e-school systems with parents who decide for full acess (chargeable) is more often driven by the wish to control the child in comparison to parents who only use limited access (free of charge).
Keywords:e-school systems, self-regulation, parental involvement in school, communication between school and parents, perception of parenthood


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