Socijalno-emocionalno učenje kao odgovor na potrebe učenika i suvremene škole

master's thesis

• Title (english): Social-emotional learning as a response to the needs of students and modern schools
• Author: Matea Jandrić
• Mentor: Dejana Bouillet (mentor)
• Committee member: Ante Kolak (predsjednik povjerenstva)
• Committee member: Mara Sesar (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Defense date and country: 2024-07-10, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Social Pedagogy

Abstract

Cilj ovog diplomskog rada jest utvrditi razinu razvijenosti socijalno-emocionalnih kompetencija učenika zagrebačkih srednjih škola, temeljem modela socijalno-emocionalnog učenja kojeg je razvio CASEL, s obzirom na spol i izabrani obrazovni, odnosno gimnazijski ili strukovni srednjoškolski program. Socijalno-emocionalno učenje definirano je kao proces koji utječe na stjecanje i učinkovito primjenjivanje znanja, stavova i vještina potrebnih za razumijevanje i upravljanje osjećajima prema sebi i drugima, postavljanje i postizanje željenih ciljeva, održavanje pozitivnih odnosa te donošenje odgovornih odluka kod djece, adolescenata, ali i odraslih osoba. Istraživanje je provedeno u okviru evaluacije školskog preventivnog programa Vještine za djelovanje u hrvatskim srednjim školama, a taj se program provodio u suradnji s Agencijom za odgoj i obrazovanje i Uredom za droge i kriminalitet Ujedinjenih naroda. Sudionici su ovog istraživanja bili učenici (n = 265) iz odabranih prvih razreda dviju gimnazija i dviju strukovnih srednjih škola (tri razreda po školi). Istraživanjem je utvrđena potreba za dosljednijom i kvalitetnijom provedbom školskih preventivnih programa koji bi rezultirali povećanju razvijenosti socijalno-emocionalnih kompetencija kod učenika jer najmanje trećina ispitanih učenika ne iskazuje primjerene socijalno-emocionalne kompetencije u socijalno izazovnim situacijama. Pokazalo se da su učenici muškog spola u većem riziku za izbor nasilnog i delinkventnog ponašanja u usporedbi s učenicima te da učenici strukovnih škola imaju slabije razvijene socijalno-emocionalne kompetencije u odnosu na učenike gimnazija.

Abstract (english)

The aim of this thesis is to determine the level of development of social-emotional competences of students of secondary schools in Zagreb, based on the model of social-emotional learning developed by CASEL, with regard to gender and chosen educational, i.e. high school or vocational high school program. Social- emotional learning is defined as a process that affects the acquisition and effective application of knowledge, attitudes and skills necessary for understanding and managing feelings towards oneself and others, setting and achieving desired goals, maintaining positive relationships and making responsible decisions in children, adolescents, but also in adults. The research was carried out as part of the evaluation of the school preventive program Skills for Action in Croatian secondary schools, and this program was carried out in cooperation with the Agency for Education and the United Nations Office on Drugs and Crime. The participants of this study were students (n = 265) from selected first grades of two high schools and two vocational high schools (three grades per school). The research established the need for a more consistent and better implementation of school preventive programs that would result in an increase in the development of social-emotional competences among students, because at least a third of the examined students do not demonstrate appropriate social-emotional competences in socially challenging situations. It has been shown that male students are at greater risk of choosing violent and delinquent behavior compared to female students, and that students of vocational schools have less developed social-emotional competences compared to high school students.

• Keywords: socijalno-emocionalne kompetencije; socijalno-emocionalno učenje; preventivni programi; procjena kompetencija učenika; učenici srednjih škola
• Keywords (english): social-emotional competences; social-emotional learning; preventive programs; assessment of student’s competence; high school students
• Language: croatian
• URN:NBN: urn:nbn:hr:131:008517
• Study programme: Title: Pedagogy (single major); Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-07-17 19:11:46