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Socialna sprejetost nadarjenih učencev in učencev z dodatno strokovno pomočjo v osnovni šoli
Marina Horvat in Katja Košir
Polno besedilo (pdf) | Ogledi: 538 | 
Napisan v slovenščini. | Objavljeno: 8. februar 2014
https://doi.org/10.20419/2013.22.387 | Citati: CrossRef (1)
Povzetek: Raziskave vrstniških odnosov v šolskem okolju so običajno izvedene na normativnih vzorcih učencev, manj pa je znanega o podskupinah učencev, ki imajo določene posebnosti, zaradi katerih je tveganje za razvoj problemov z vrstniki v šoli in posledično za težave s kasnejšo prilagojenostjo večje. S tem namenom smo želeli preveriti, kako so socialno sprejeti nadarjeni učenci in učenci z dodatno strokovno pomočjo v 6. in 8. razredu osnovne šole. V raziskavi je bilo udeleženih 194 učencev (50,5 % deklet) iz 12 oddelkov osnovnih šol, od tega 16 učencev (8,3 %) z dodatno strokovno pomočjo (DSP), 39 identificiranih nadarjenih učencev (20,1 %) in ena nadarjena učenka z DSP. Uporabljena je bila sociometrična preizkušnja s pozitivnim in z negativnim kriterijem. Največ učencev z DSP je bilo uvrščeno v skupino zavrnjenih in povprečnih učencev. Učenci z DSP so s strani svojih sošolcev prejeli najmanj pozitivnih in vzajemnih ter največ negativnih izbir. Razlike v socialni sprejetosti učencev z DSP glede na spol in starost niso bile statistično pomembne. Nadarjeni učenci so prejeli največ pozitivnih in vzajemnih ter najmanj negativnih izbir. Najpogosteje so bili uvrščeni v skupino povprečnih ali priljubljenih učencev, vendar v primerjavi z učenci brez DSP niso bili bolj socialno sprejeti; so pa bili bolj sprejeti v primerjavi z učenci z DSP. Ugotovitve raziskave kažejo na pomembnost raziskovanja podskupin učencev z DSP v prihodnjih raziskavah.
Ključne besede: socialna sprejetost, nadarjeni učenci, učenci z dodatno strokovno pomočjo, sociometrične skupine, sociometrija
Citiraj:
Horvat, M. in Košir, K. (2013). Socialna sprejetost nadarjenih učencev in učencev z dodatno strokovno pomočjo v osnovni šoli [Social acceptance of gifted pupils and pupils with additional professional help in elementary school]. Psihološka obzorja, 22, 156–166. https://doi.org/10.20419/2013.22.387
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