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Naslov:Uporaba elektronskih šolskih sistemov pri starših učencev osnovne šole: pogostost, motivi za uporabo in povezanost z vidika starševskega vedenja ter učnega delovanja otrok
Avtorji:ID Ravnikar, Katja (Avtor)
ID Starina, Ana Marie (Avtor)
ID Košir, Katja (Mentor) Več o mentorju... Novo okno
Datoteke:.pdf MAG_Ravnikar_Katja_2019.pdf (1,87 MB)
MD5: 3841FE6640359EB5A3AE704E8E0F4293
PID: 20.500.12556/dkum/91881503-bb6a-4775-95db-92a79d611d27
 
Jezik:Slovenski jezik
Vrsta gradiva:Magistrsko delo/naloga
Tipologija:2.09 - Magistrsko delo
Organizacija:FF - Filozofska fakulteta
Opis: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.
Ključne besede:e-šolski sistemi, samoregulacija, vključevanje staršev v šolo, komunikacija med šolo in starši, nadzor, zaznavanje starševstva
Kraj izida:Maribor
Založnik:[K. Ravnikar], [A. M. Starina]
Leto izida:2019
PID:20.500.12556/DKUM-75194 Novo okno
UDK:159.922.7:004(043.2)
COBISS.SI-ID:24825352 Novo okno
NUK URN:URN:SI:UM:DK:0XATZDG7
Datum objave v DKUM:18.10.2019
Število ogledov:1405
Število prenosov:167
Metapodatki:XML DC-XML DC-RDF
Področja:FF
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Skupna ocena:(0 glasov)
Vaša ocena:Ocenjevanje je dovoljeno samo prijavljenim uporabnikom.
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Licence

Licenca:CC BY-NC-ND 4.0, Creative Commons Priznanje avtorstva-Nekomercialno-Brez predelav 4.0 Mednarodna
Povezava:http://creativecommons.org/licenses/by-nc-nd/4.0/deed.sl
Opis:Najbolj omejujoča licenca Creative Commons. Uporabniki lahko prenesejo in delijo delo v nekomercialne namene in ga ne smejo uporabiti za nobene druge namene.
Začetek licenciranja:26.09.2019

Sekundarni jezik

Jezik:Angleški jezik
Naslov: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
Opis: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).
Ključne besede:e-school systems, self-regulation, parental involvement in school, communication between school and parents, perception of parenthood


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