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Odnos med depresivnostjo, naučeno nemočjo, spolom in šolskim uspehom pri mladostnicah in mladostnikih
Daša Jehart, Urška Fekonja in Luka Komidar
Polno besedilo (pdf) | Ogledi: 426 | 
Napisan v slovenščini. | Objavljeno: 22. februar 2023
https://doi.org/10.20419/2023.32.571 | Citati: CrossRef (0)
Povzetek: V raziskavi smo proučevali povezanost naučene nemoči in depresivnosti pri mladostnikih in mladostnicah z njihovim spolom ter učnim uspehom. Zanimal nas je tudi odnos med naučeno nemočjo in depresivnostjo ter pri katerih šolskih predmetih se mladostniki in mladostnice počutijo najbolj nemočne. V vzorec je bilo vključenih 297 dijakov in dijakinj, starih med 16 in 18 let. Za ocenjevanje depresivnosti smo uporabili Lestvico depresivnosti (CESD), naučeno nemoč pa smo ocenili z Vprašalnikom odpornosti na naučeno nemoč (CCQ). Oblikovali smo tudi kratek vprašalnik za učitelje razrednike in učiteljice razredničarke, s katerim smo pridobili podatke o zaznani naučeni nemoči ter pogostosti pojavljanja takšnih vedenj pri vsakem mladostniku in mladostnici posebej. Rezultati so pokazali, da obstaja statistično značilen pozitiven odnos med depresivnostjo in naučeno nemočjo pri mladostnikih in mladostnicah. Mladostnice so v večji meri poročale o simptomih depresivnosti in vedenjih naučene nemoči kot mladostniki, za učno bolj uspešne mladostnike in mladostnice pa je bila značilna nižja raven depresivnosti kot za učno neuspešne. Učno neuspešni mladostniki so v povprečju izražali več naučene nemoči kot učno uspešni mladostniki, medtem ko je bil pri mladostnicah učinek učnega uspeha ravno obraten. Obenem so rezultati pokazali, da mladostniki in mladostnice največ naučene nemoči doživljajo pri slovenščini, fiziki in matematiki, sledijo jim nemščina, kemija, biologija in angleščina. Najmanj nemočne pa se počutijo pri glasbi, zgodovini, športni vzgoji, likovni vzgoji in geografiji. Glede na to, da mladostniki in mladostnice v šolskem okolju preživijo velik del svojega časa, je pomembno izpostaviti vlogo učiteljev in strokovnih delavcev, ki bi jih bilo smiselno opolnomočiti za prepoznavanje in preventivno delovanje pri preprečevanju razvoja depresivne simptomatike in naučene nemoči pri njihovih dijakih.
Ključne besede: depresivnost, naučena nemoč, mladostniki, učni uspeh, razlike med spoloma
Citiraj:
Jehart, D., Fekonja, U. in Komidar, L. (2023). Odnos med depresivnostjo, naučeno nemočjo, spolom in šolskim uspehom pri mladostnicah in mladostnikih [Relationship between depressiveness, learned helplessness, gender and academic achievement in adolescents]. Psihološka obzorja, 32, 23–31. https://doi.org/10.20419/2023.32.571
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