Opažanja učiteljev razrednega pouka o učencih z izraženimi vedenji pozunanjenja in ponotranjenja : magistrsko delo

Domjan, Nina

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Title:	Opažanja učiteljev razrednega pouka o učencih z izraženimi vedenji pozunanjenja in ponotranjenja : magistrsko delo
Authors:	ID Domjan, Nina (Author) ID Cugmas, Zlatka (Mentor) More about this mentor...
Files:	MAG_Domjan_Nina_2024.pdf (4,10 MB) MD5: 1BB9FA33E71F82713D041F9E12CA12A2
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Namen magistrskega dela je raziskati opažanja učiteljev razrednega pouka o učencih, ki na razredni stopnji izražajo vedenja pozunanjenja in ponotranjenja. V teoretičnem delu magistrskega dela smo se osredotočili na predstavitev temeljnih psiholoških konstruktov, povezanih z izbrano temo. Opredelili smo pojem problematičnega vedenja, predstavili pojavne oblike vedenjskih težav, preučili razvojna obdobja ter raziskali dejavnike, ki vplivajo na pojav vedenjskih težav, podrobneje razčlenili pojav vedenjskih težav znotraj razreda ter pojasnili nekaj pristopov/modelov za odzivanje na vedenjske težave. V empiričnem delu smo sestavili spletni vprašalnik za učitelje razrednega pouka, ki je analiziral njihov pogled na učence z vedenjskimi težavami. Preizkusili smo ga na vzorcu 103 učiteljev. Rezultati kažejo, da anketirani učitelji pri učencih med vedenji pozunanjenja najpogosteje zaznavajo težave s pozornostjo, med vedenji ponotranjenja pa nesamostojnost pri opravljanju učnih nalog. Za učitelje je med vedenji pozunanjenja najbolj moteča agresivnost, med vedenji ponotranjenja pa nesamostojnost pri šolskem delu. Na splošno rezultati kažejo, da so vedenja pozunanjenja za učitelje bolj moteča in jih tudi hitreje opazijo. Izkazalo se je, da učitelji opažajo razliko v prisotnosti vedenjskih težav glede na spol učencev. Učitelji določene strategije za odziv na vedenja pozunanjenja in ponotranjenja uporabljajo ne glede na vrsto vedenjskih težav podobno, spet druge raznoliko. Med različnimi modeli za odziv na vedenjske težave učencev anketirani učitelji najbolje poznajo TSV – trening socialnih veščin.
Keywords:	vedenja pozunanjenja in ponotranjenja, razredni pouk, opažanja učiteljev, vedenjske težave učencev
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	[N. Domjan]
Year of publishing:	2024
Number of pages:	1 spletni vir (1 datoteka PDF (XIV, 170 str.))
PID:	20.500.12556/DKUM-86727
UDC:	37.015.3-057.874-056.49(043.2)
COBISS.SI-ID:	186850051
Publication date in DKUM:	27.02.2024
Views:	541
Downloads:	288
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:	15.01.2024

Secondary language

Language:	English
Title:	The observation of primary school teachers on students with internalizing and externalizing behaviour
Abstract:	The purpose of the master's thesis is to investigate the view of teachers on students who express disruptive behaviours, i.e. internalizing and externalizing behaviours, at primary school level. In the theoretical part of the master thesis we focused on the presentation of the basic psychological constructs related to the chosen topic. We defined the concept of problematic behaviour, presented the manifestations of behaviour problems, examined the developmental cascades and explored the factors that influence the occurrence of behaviour problems, elaborated on the occurrence of behaviour problems within the classroom and explained some of the approaches/models for responding to children's behavioural problems. In the empirical part, an online questionnaire for classroom teachers was developed to analyse their views on students with internalizing and externalizing behaviours. The questionnaire was tested on a sample of 103 teachers. The results show that the surveyed teachers most often notice problems with attention among their students from the group of externalizing behaviours, and the lack of independence in completing learning tasks from the group of internalizing behaviours. For teachers, aggression is the most disturbing among the group of externalizing behaviour, and the lack of independence in school work is most disturbing among the group of internalizing behaviours. Overall, the results show that teachers find externalizing behaviours to be more disturbing than internalizing and are quicker to notice them in their students. It turns out that the majority of teachers believe that there is a gender difference in the presence of behavioural problems. Certain strategies for responding to internalizing and externalizing behaviours are used by teachers in a similar way regardless to the type of behavioural problems, while the usage of others varies based on the type of the behavioural problem. Among different models for responding to students' behavioural problems, the SST - Social Skills Training - is most familiar to the participating teachers.
Keywords:	internalizing and externalizing behaviour, primary school, teachers' view, problematic behaviour in children

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