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Title:Povezanost učnega uspeha, socialne anksioznosti in zaznane samoučinkovitosti pri učencih in dijakih : magistrsko delo
Authors:ID Reš, Orijana (Author)
ID Bakračevič, Karin (Mentor) More about this mentor... New window
ID Zurc, Joca (Comentor)
Files:.pdf MAG_Res_Orijana_2025.pdf (2,45 MB)
MD5: E07B4B7187889FE449E3126A7C6A9510
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Magistrsko delo obravnava povezanost med učnim uspehom, socialno anksioznostjo in zaznano samoučinkovitostjo pri učencih in dijakih. Glavni cilj je bil ugotoviti, ali ima zaznana samoučinkovitost vlogo mediatorja med učnim uspehom in socialno anksioznostjo, zanimala pa nas je tudi izraženost posameznih dejavnikov glede na spol in glede na starostno skupino. Naš vzorec je sestavljalo 160 učencev osnovnih in srednjih šol, od tega je bilo 57 učencev 8. razredov osnovnih šol in 103 dijakov 3. letnikov srednjih šol. Uporabili smo lestvico socialne anksioznosti za mladostnike (SAS-A; La Greca & Lopez, 1998) in lestvico samoučinkovitosti (GSE; Schwarzer, 1995). Rezultati so pokazali, da med učnim uspehom in socialno anksioznostjo ni pomembne neposredne povezave, medtem ko so pokazali statistično pomembno povezavo med učnim uspehom in zaznano samoučinkovitostjo ter socialno anksioznostjo in zaznano samoučinkovitostjo. Mediacijska analiza je pokazala, da zaznana samoučinkovitost popolnoma mediira odnos med socialno anksioznostjo in učnim uspehom, kar pomeni, da socialna anksioznost ne vpliva neposredno na učni uspeh, temveč posredno preko zaznane samoučinkovitosti. Glavni prispevek raziskave je tako povezan z ugotovitvijo, da lahko z zvišanjem zaznane samoučinkovitosti neposredno vplivamo na znižanje socialne anksioznosti in posredno na zvišanje učnega uspeha. Rezultati podpirajo Bandurovo socialno-kognitivno teorijo, ki zaznano samoučinkovitost opredeljuje kot osrednji mehanizem samoregulacije, hkrati pa odpirajo možnosti za razvoj šolskih intervencij, usmerjenih v krepitev občutka kompetentnosti in zmanjševanje socialnih stisk med mladostniki. Izsledki naše raziskave tako prispevajo k boljšemu razumevanju psiholoških dejavnikov učne uspešnosti in ponujajo izhodišča za nadaljnje raziskave na tem področju.
Keywords:učni uspeh, socialna anksioznost, zaznana samoučinkovitost, samoregulacijsko učenje, mediacijska analiza
Place of publishing:Maribor
Place of performance:Maribor
Publisher:O. Reš
Year of publishing:2025
Number of pages:1 spletni vir (1 datoteka PDF (XII, 113 str.))
PID:20.500.12556/DKUM-95336 New window
UDC:37.015.3:159.922.8(043.2)
COBISS.SI-ID:252436995 New window
Publication date in DKUM:09.10.2025
Views:235
Downloads:105
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:14.09.2025

Secondary language

Language:English
Title:The relationship between academic achievement, social anxiety, and perceived self-efficacy in primary and secondary school students
Abstract:This master's thesis addresses the relationship between academic achievement, social anxiety, and perceived self-efficacy in primary and secondary school students. The main goal was to determine whether perceived self-efficacy functions as a mediator between academic achievement and social anxiety, while we were also interested in the expression of these factors with regard to gender and grade. Our sample consisted of 160 students from primary and secondary schools, including 57 eighth-grade pupils and 103 third-year secondary school students. We implemented the Social Anxiety Scale for Adolescents (SAS-A; La Greca, 1998) and the General Self-Efficacy Scale (GSE; Schwarzer, 1995). The results suggested that there was no significant direct correlation between academic achievement and social anxiety, whereas significant correlations were found between academic achievement and perceived self-efficacy, as well as between social anxiety and perceived self-efficacy. Mediation analysis revealed that perceived self-efficacy fully mediated the relationship between social anxiety and academic achievement, suggesting that social anxiety does not directly influence academic achievement, but affects it indirectly via perceived self-efficacy. The main contribution of this study is the finding that enhancing perceived self-efficacy can directly reduce social anxiety and indirectly improve academic achievement. The results support Bandura's social-cognitive theory, which identifies self-efficacy as a central mechanism of self-regulation, while also highlighting opportunities for the development of school-based interventions aimed at strengthening students' sense of competence and reducing social distress. The study contributes to a deeper understanding of psychological factors linked to academic achievement and provides a basis for future research in this area.
Keywords:Academic achievement, Social anxiety, Perceived self-efficacy, Self-regulated learning, Mediation analysis


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