Uloga akademskih emocionalnih reakcija u školskom postignuću srednjoškolaca

master's thesis

• Title (english): The role of academic emotional reactions in school achievement of high school students
• Author: Ena Prgomet
• Mentor: Ante Kolak (mentor)
• Committee member: Ivan Markić (predsjednik povjerenstva)
• Committee member: Zoran Horvat (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Defense date and country: 2023-02-22, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; School Pedagogy

Abstract

Svaki ljudski čin, radnja i postupak prožeti su emocijama, one se provlače kroz sve aspekte
ljudskog života, pa tako i kroz obrazovanje. Emocionalna kompetentnost je spoj više različitih
sposobnosti – prepoznavanja, razumijevanja i učinkovite regulacije vlastitih i tuđih emocija.
Ove sposobnosti nerijetko se povezuju sa uspješnim funkcioniranjem u različitim područjima
života, pa tako i u školskom životu učenika. Kada promišljamo o konceptu emocija i
emocionalne inteligencije u obrazovanju, konkretno u nastavi, prema Bognar i Dubrovicki
(2012) one se mogu povezati sa ozračjem u nastavi odnosno tzv. emocionalnom klimom.
Povoljna emocionalna klima povoljno utječe na rezultate odgojno–obrazovnog procesa, a
nepovoljna, u kojoj su prisutni strah i dosada, ometa odgojno–obrazovni proces. No
emocionalni aspekt nastave obuhvaća puno širi i specifičniji spektar emocija svakog pojedinca
uključenog u nastavni proces. Fokus ovog rada usmjeren je na emocije učenika, konkretno
adolescenata i njihove emocionalne reakcije. Ovakva specifikacija i usmjerenje teme proizlazi
iz potrebe za osvješćivanjem važnosti uloge emocionalnih reakcija u školskim postignućima
učenika, a ova dobna skupina specifična je upravo iz razloga što se nalaze u osjetljivim
godinama kada su emocionalne reakcije u najburnijoj fazi.
Škola je sama po sebi izvor određenih specifičnih stresora za učenike, a svaki
stresor/problem iziskuje određenu emocionalnu reakciju. Načini na koje se učenici nauče nositi
sa stresnim situacijama značajno utječu na njihovo svakodnevno funkcioniranje u školskom
okruženju te njihov sposobnost da zadovolje sve obrazovne zahtjeve stavljene pred njih. Svrha
ovog rada je da istraži i pruži dobar uvid u važnosti obrazovanja za emocije i istakne potrebu
pružanja pomoći učenicima za adekvatno nošenje sa vlastitim emocijama, posebno u razdoblju
adolescencije kada su emocionalne reakcije u najburnijoj fazi.

Abstract (english)

Every human act, and action is imbued with emotions, they run through all aspects of
human life, including education. Emotional competence is a combination of several different
abilities – recognizing, understanding, and effectively regulating one's own and others'
emotions. These abilities are often associated with successful functioning in different areas of
life, including in the school life of students. When we think about the concept of emotions and
emotional intelligence in education, specifically in teaching, according to Bognar and
Dubrovicki (2012), they can be associated with the classroom atmosphere, i.e. the so-called
emotional climate. The favorable emotional climate favorably affects the results of the
educational process, and the unfavorable one, in which fear and boredom are present, interferes
with the educational process. But the emotional aspect of teaching encompasses a much wider
and more specific spectrum of emotions of each individual involved in the teaching process.
The focus of this paper centers on the emotions of students, specifically adolescents and their
emotional reactions. This specification and orientation of the topic stems from the need to raise
awareness of the importance of the role of emotional reactions in students' school achievements
and this age group is specific precisely because they are in a such sensitive age when emotional
reactions are in the most turbulent stage. School itself is a source of certain specific stressors
for students, and each stressor/problem requires a certain emotional reaction. The ways in
which students learn to cope with stressful situations significantly affect their daily functioning
in the school environment and their ability to meet all the educational requirements placed
before them. The purpose of this paper is to explore and provide a good insight into the
importance of education for emotions and highlight the need to help students to adequately
cope with their own emotions, especially in the period of adolescence when emotional reactions
are in the most turbulent stage.

• Keywords: akademske emocionalne reakcije; učenici; školsko postignuće
• Keywords (english): academic emotional reactions; students; school achievement
• Language: croatian
• URN:NBN: urn:nbn:hr:131:653004
• 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: 2023-02-28 16:48:47