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master's thesis
Dodir u obrazovnom kontekstu
Zagreb: University of Zagreb, University of Zagreb, Faculty of Humanities and Social Sciences, 2020. urn:nbn:hr:131:118239
Car, Ivana
University of Zagreb
Faculty of Humanities and Social Sciences
Department of Psychology

Institutional repository: ODRAZ

Cite this document

Car, I. (2020). Dodir u obrazovnom kontekstu (Master's thesis). Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:131:118239

Car, Ivana. "Dodir u obrazovnom kontekstu." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2020. https://urn.nsk.hr/urn:nbn:hr:131:118239

Car, Ivana. "Dodir u obrazovnom kontekstu." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2020. https://urn.nsk.hr/urn:nbn:hr:131:118239

Car, I. (2020). 'Dodir u obrazovnom kontekstu', Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, accessed 26 December 2024, https://urn.nsk.hr/urn:nbn:hr:131:118239

Car I. Dodir u obrazovnom kontekstu [Master's thesis]. Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; 2020 [cited 2024 December 26] Available at: https://urn.nsk.hr/urn:nbn:hr:131:118239

I. Car, "Dodir u obrazovnom kontekstu", Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb, 2020. Available at: https://urn.nsk.hr/urn:nbn:hr:131:118239

Metadata
TitleDodir u obrazovnom kontekstu
Title (english)Touch in an educational context
AuthorIvana Car
MentorAleksandra Huić (mentor)
Committee memberInja Erceg (predsjednik povjerenstva)
Committee memberIvana Hromatko (član povjerenstva)
Committee memberAleksandra Huić (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of Psychology)
Zagreb
Defense date and country2020-09-17, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
School Psychology and the Psychology of Education
Abstract
Raznovrsna istraživanja ističu važnost dodira između učenika i učitelja za dobrobit i uspjeh učenika, no ujedno navode i da učitelji izbjegavaju dodirivati učenike zbog straha od osude okoline. Nastavno na to, ovo istraživanje usmjereno je na dodir u obrazovnom kontekstu te je cilj istraživanja ispitivanje praksi dodirivanja učenika od strane učitelja i nastavnika, ispitivanje izvora informacija o dodirivanju učenika te ispitivanje odrednica učestalosti dodirivanja učenika. U online istraživanju ispitano je 244 učitelja i nastavnika u osnovnim i srednjim školama. Utvrđeno je da učitelji i nastavnici preferiraju interakciju s učenicima koja je obilježena nižim stupnjem fizičke bliskosti, poput dodira po ruci ili ramenu, pri čemu su učitelji i nastavnici spremniji reagirati većim stupnjem bliskosti pri dodirivanju kada su u interakciji s učenicom nego kada su u interakciji s učenikom. Nadalje, ispitivanjem informacija o prikladnosti dodirivanja učenika utvrđeno je da su neformalni razgovori s drugim učiteljima i nastavnicima dominantan izvor informacija o prikladnosti dodirivanja učenika te da su učitelji i nastavnici izloženi i poticanju dodirivanja, ali i značajno više, obeshrabrivanju dodirivanja učenika. Uz to, važan nalaz ovog istraživanja ukazuje na uvjerenja o dobrobiti dodirivanja učenika kao odrednicu učestalosti dodirivanja učenika. Učitelji i nastavnici koji su uvjereniji da dodirivanje može doprinijeti dobrobiti učenika, ujedno i češće dodiruju učenike. Implikacije ovog istraživanja ukazuju na važnost osvještavanja ove teme i educiranja školskih djelatnika.
Abstract (english)
Various studies highlight the importance of touch between students and teachers for the well-being and success of students, but also mention that teachers hesitate to include touch in interactions with students due to fear of reactions of others. This research examines touch in the educational context and specifically aims to investigate teacher's practices of touching students, informations about touch and determinants of the frequency of touching students. In the online survey participated 244 primary and secondary school teachers. We found that teachers prefere interaction with students that is characterized by a lower degree of intimacy, such as hand or shoulder touch. In doing so, teachers are more willing to respond with a higher degree of closeness when interacting with a female student than when interacting with a male student. Furthermore, we found that informal conversations with other teachers are the dominant source of information about touch and that teachers are both encouraged to and, significantly more, discouraged against touching students. Also, an important finding of this research is that beliefs about touching students are a determinant of the frequency of touching students. Teachers who are more convinced that touch can bring benefits to students also tend to touch students more often. The implications of this research highlight the importance of raising awareness about this topic and educating teachers.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:131:118239
Study programmeTitle: Psychology
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) icon
Created on2020-09-21 14:42:52