Title Preventivni programi u osnovnoj školi s naglaskom na emocionalnoj pismenosti učenika Title (english) Prevention programs in primary school with emphasis on emotional literacy Author Lara Vučić Mentor Anela Nikčević-Milković (mentor)Committee member Braco Tomljenović (predsjednik povjerenstva)Committee member Krešimir Žganec (član povjerenstva)Committee member Anela Nikčević-Milković (član povjerenstva)Granter University of Zadar Defense date and country 2021-10-07, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Preventivni programi u osnovnoj školi su integrirani dio odgojno-obrazovnog procesa koji se bave prevencijom nepoželjnih oblika ponašanja. Uspješni preventivni programi usmjereni su na partnerstvo između zajednica i institucija/stručnjaka koji osmišljavaju preventivne programe i na interakcije između institucija, obitelji, škole i drugih. Osnovni cilj preventivnih programa je odgojni utjecaj na ponašanje djece i mladih kako bi se oni oblikovali u osobu koju okolina smatra društveno prihvatljivom. Preventivni programi u osnovnoj školi s naglaskom na emocionalnoj pismenosti imaju za cilj djecu i mlade osposobiti da mogu razumjeti, identificirati i odgovoriti na svoju emociju, kao i emociju drugih na prikladan i zdrav način te da se mogu nositi sa situacijama prije no što se one pretvore u dugotrajne probleme. Istraživanje koje se provelo za potrebu ovog diplomskog rada usmjerilo se na procjenu razine emocionalne pismenosti učenika osnovnoškolske dobi (učenika predmetne nastave) te procjenu od strane njihovih roditelja (N učenika = 73, N roditelja = 73). Nastojalo se utvrditi i na koji je način razina emocionalne pismenosti povezana sa „sociodemografskim osobinama učenika i osobinama njihovih roditelja, obitelji, roditeljskom procjenom emocionalne kompetentnosti djece, emocionalnim opismenjavanjem te osobinama ličnosti učenika“. Rezultati ovog istraživanja pokazuju da su učenici predmetne nastave uglavnom emocionalno pismeni te da učenici i roditelji smatraju da je emocionalna pismenost „stvar“ obitelji i škole. Pokazala se povezanost između učeničkih „Sposobnosti uočavanja, razumijevanja, izražavanja, imenovanja, regulacije i upravljanja emocija“ s osobinama Otvorenosti, Savjesnosti, Ekstraverzijom i Ugodnosti te povezanost „Sposobnosti uočavanja i razumijevanja emocija“ s osobinom Neuroticizma. Također, rezultati pokazuju da su sve osobine emocionalne kompetentnosti pozitivno povezane s ispitanim osobinama ličnosti (prema modelu Velikih pet). Također, „Roditeljske percepcije, razumijevanja i izražavanja vlastitih i tuđih emocija“ djece povezane su s bračnim statusom, a „Sposobnosti regulacije i upravljanja emocija“ kod djece povezane su s brojem djece u obitelji. Nadalje, „Sposobnosti uočavanja, razumijevanja, izražavanja i imenovanja emocija“ djece povezane su s prosjekom školskih ocjena i dobi oca; „Sposobnosti regulacije i upravljanja emocija“ kod djece povezana je s prosjekom školskih ocjena.
Abstract (english) Prevention programs in primary school are an integrated part of the educational process that deals with the prevention of undesirable behaviour. Successful prevention programs are focused on partnership between communities and institutions/experts who devise those programs, and on interactions between institutions, families, schools, and others. The main goal of these programs is the educational influence on the behaviour of children and young people to shape them into people who the community considers socially acceptable. Prevention programs in primary school with emphasis on emotional literacy aim to enable children and young people to understand, identify and respond to their emotions and emotions of others in a healthy and appropriate way, and to deal with situations before they escalate into long-term problems. Much research is focused on acquiring emotional literacy, and research within this master's thesis is focused on assessing the level of emotional literacy of middle school students and assessments by their parents (N students = 73, N parents = 73). Efforts were made to determine how is the level of emotional literacy related to „sociodemographic characteristics of students and characteristics of their parents, families, parental assessment of children's emotional competence, emotional literacy and personality traits of students “. Research showed that students are mostly emotional literate and both students and parents think that emotional literacy is important to learn both at home in their families and at school. Research also showed connection between students' “Ability to perceive, understand, express, name, regulate and manage emotion” with traits of Openness, Conscientiousness, Extraversion and Pleasure, as well as trait of Neuroticism. Also, it was showed that all traits of emotional competence are positively related to examined personality traits (according to Big Five model). “Parental perceptions, understanding and expression of their children's and other children's emotions” are related to marital status, and “Ability to regulate and manage emotions in children” is related to number of children in the family and school grade average. Also, “Ability to perceive, understand, express and name emotions in children” is related to the school grade average and father's age.
Keywords
preventivni programi
prevencija
emocionalna pismenost
učenici predmetne nastave
Keywords (english)
Prevention programs
Prevention
Emotional Literacy
Middle school students
Language croatian URN:NBN urn:nbn:hr:162:717724 Study programme Title: Primary education Type of resource Text File origin Born digital Access conditions Access restricted to students and staff of home institution Terms of use Created on 2021-10-19 09:33:37
