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Title:Pozitivni razvoj mladih in medvrstniško nasilje v obdobju prehoda iz osnovne v srednjo šolo: spremljanje in podpora med šolskim letom : spremljanje in podpora med šolskim letom
Authors:ID Pivec, Tina (Author)
ID Kozina, Ana (Mentor) More about this mentor... New window
Files:.pdf DOK_Pivec_Tina_2024.pdf (4,67 MB)
MD5: B5050A86B5DD35F96F3E93DD7338501B
 
Language:Slovenian
Work type:Doctoral dissertation
Typology:2.08 - Doctoral Dissertation
Organization:FF - Faculty of Arts
Abstract:Pozitivni razvoj mladih je rezultat vzajemnega odnosa med mladostnico_kom (njegovimi oz. njenimi notranji viri) ter zaznano oporo v različnih kontekstih (zunanji viri). Teoretsko disertacija sloni na teoriji pozitivnega razvoja mladih, ki opredeljuje kazalnike pozitivnega razvoja mladih (kompetentnost, samozavest, karakter, skrb in povezanost), ter na teoriji razvojnih virov, ki poudarja vlogo zunanjih (podpora, opolnomočenje, meje, pričakovanja) in notranjih virov (zavezanost učenju, pozitivne vrednote, pozitivna identiteta). Cilji doktorske disertacije so bili preučiti razvojne poti razvojnih virov in kazalnikov pozitivnega razvoja mladih glede na spol in izobraževalno raven ter prvič v mednarodnem okolju raziskati vzdolžno povezavo med njimi, identificirati homogene skupine mladih glede na kazalnike pozitivnega razvoja in razlike med njimi v izvajanju ter doživljanju medvrstniškega nasilja ter razviti in preizkusiti intervencijo za spodbujanje pozitivnega razvoja mladih ter oceniti njen učinek na kazalnike pozitivnega razvoja in pojavnost medvrstniškega nasilja. Doktorska disertacija zajema tri raziskave, pri čemer sta prvi dve potekali vzdolžno, tretja pa eksperimentalno. Vzorec vključuje učence_ke devetih razredov osnovnih šol in dijake_inje prvega letnika srednjih šol. Rezultati prve raziskave so pokazali upad ali stabilnost razvojnih virov in kazalnikov pozitivnega razvoja med šolskim letom ter pomembne učinke spola in izobraževalne ravni. Odnos med razvojnimi viri in kazalniki pozitivnega razvoja mladih je bil pozitiven, vendar so predvsem mladi z višjimi zunanjimi viri poročali o višjih kazalnikih pozitivnega razvoja mladih. Druga raziskava je prepoznala štiri različne profile glede na kazalnike pozitivnega razvoja od začetka do sredine šolskega leta: Višji pozitivni razvoj mladih, Karakter-skrb, Kompetentnost-samozavest in Nižji pozitivni razvoj mladih. Skozi šolsko leto sta bila glede na članstvo in povprečne vrednosti kazalnikov pozitivnega razvoja mladih stabilna le profila Višji pozitivni razvoj mladih in Karakter-skrb. Profil Višji pozitivni razvoj mladih je bil v najmanjši meri vključen v medvrstniško nasilje, profil Karakter-skrb je večinoma doživljal nasilje, profil Kompetentnost-samozavest je večinoma izvajal nasilje, medtem ko je profil Nižji pozitivni razvoj mladih enkrat poročal o višjem izvajanju nasilja, drugič pa o doživljanju nasilja. V tretji raziskavi se je pokazal pomemben učinek pri določenih skupinah dijakov_inj 1. letnikov, predvsem pri gimnazijskem in poklicnem izobraževanju, kjer so v primerjavi s kontrolno skupino poročali o višji povezanosti. Na ravni posameznic_kov so: dijaki_nje strokovnega in poklicnega izobraževanja po intervenciji poročali o upadu samozavesti; dijaki_nje gimnazijskega izobraževanja so po intervenciji poročali o manj pogostem izvajanju in doživljanju posameznih oblik nasilja; dijaki_nje nižjega poklicnega izobraževanja pa so po intervenciji poročali o več izvajanja spletnega nasilja. Pri eksperimentalni skupini gimnazijskega izobraževanja je v primerjavi s kontrolno skupino prišlo do upada izvajanja odnosnega nasilja. Pri eksperimentalni skupini poklicnega izobraževanja pa se je v primerjavi s kontrolno skupino zvišalo izvajanje in doživljanje odnosnega nasilja. Ugotovitve raziskav dajejo vpogled v kompleksnost dinamike vzajemnega odnosa med mladostnikom_co in konteksti v obdobju izrazitih kontekstualnih vplivov, pri čemer odstirajo predvsem vlogo podpore različnih mikrosistemov pri spodbujanju pozitivnega razvoja mladih in preprečevanju medvrstniškega nasilja ter viktimizacije.
Keywords:pozitivni razvoj mladih, razvojni viri, kazalniki pozitivnega razvoja mladih, medvrstniško nasilje, medvrstniška viktimizacija, obdobje prehoda iz osnovne v srednjo šolo, kontekstualizirana intervencija
Place of publishing:Maribor
Place of performance:Maribor
Publisher:T. Pivec
Year of publishing:2024
Number of pages:1 spletni vir (1 datoteka PDF (XVI, 305 str.))
PID:20.500.12556/DKUM-88492 New window
UDC:37.064.3:343.62-053.6(043.3)
COBISS.SI-ID:216546307 New window
Publication date in DKUM:26.11.2024
Views:187
Downloads:168
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:06.05.2024

Secondary language

Language:English
Title:Positive youth development and bullying during the transition from lower-secondary to upper-secondary school : monitoring and support during the school year
Abstract:Positive youth development results from the interaction between an adolescent (their internal assets) and perceived support in different contexts (external assets). The theoretical basis of the dissertation is the theory of positive youth development, which defines indicators of this development (the Five Cs; competence, confidence, character, caring and connection), and the theory of developmental assets, which emphasises the role of external assets (support, empowerment, boundaries and expectations) and internal assets (commitment to learning, positive values, positive identity). The aims of the dissertation were to examine the developmental trajectories of developmental assets and indicators of positive youth development by gender and level of education and to explore, for the first time internationally, the relationships between them; to identify homogeneous groups of youth based on indicators of positive development and differences among them in peer bullying and victimisation; and to develop and test an intervention to promote positive youth development and evaluate its impact on indicators of positive development and the incidence of peer bullying. The dissertation consists of three studies, the first two longitudinal and the third experimental. The sample includes students from the ninth grade of lower-secondary schools and first-year students of upper-secondary schools. The results of the first study show a decline or stability in developmental assets and indicators of positive development during the school year and significant effects of gender and educational level. The relationship between developmental assets and indicators of positive youth development was positive, but mainly young people with higher external assets reported higher indicators of positive youth development. The second study identified four different profiles according to indicators of positive development from the beginning to the middle of the school year: Higher Positive Youth Development, Character-Caring, Competence- Confidence, and Lower Positive Youth Development. Only the Higher Positive Youth Development and Character-Caring profiles were stable throughout the school year in terms of membership and average Positive Youth Development indicators. The Higher Positive Youth Development profile was least involved in peer bullying, the Character-Caring profile was most involved in violence, the Competence-Confidence profile was most involved in bullying perpetration, while the Lower Positive Youth Development profile reported higher levels of bullying and victimisation. In the third study, a significant effect was found for certain groups of students in the first year of upper secondary school, especially in the grammar and vocational schools, where they reported higher connection compared to the control group, At the individual level, vocational students reported lower levels of confidence after the intervention. Students from grammar school reported lower levels of bullying and victimisation after the intervention, while short vocational students reported higher levels of cyberbullying. Compared to the control group, there was a decrease in relational bullying in the experimental grammar school group. However, there was an increase in relational bullying and victimisation in the experimental vocational group compared to the control group. The findings provide insight into the complexity of the dynamic relationship between adolescents and contexts in a period of pronounced contextual influences, in particular highlighting the role of support from different microsystems in promoting positive youth development and preventing peer bullying and victimisation.
Keywords:positive youth development, developmental assets, positive youth development indicators, peer bullying, peer victimisation, transition from lower-secondary school to upper-secondary school, contextualised intervention


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