prikaz prve stranice dokumenta Uloga nastavničke samoefikasnosti, osjećaja odgovornosti prema učenicima i empatije u podučavanju o predrasudama
  Download
PDF 794.84 KB
master's thesis
Uloga nastavničke samoefikasnosti, osjećaja odgovornosti prema učenicima i empatije u podučavanju o predrasudama
Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences, 2021. urn:nbn:hr:131:813846
Šalković, Mirna
University of Zagreb
Faculty of Humanities and Social Sciences
Department of Psychology

Institutional repository: ODRAZ

Cite this document

Šalković, M. (2021). Uloga nastavničke samoefikasnosti, osjećaja odgovornosti prema učenicima i empatije u podučavanju o predrasudama (Master's thesis). Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:131:813846

Šalković, Mirna. "Uloga nastavničke samoefikasnosti, osjećaja odgovornosti prema učenicima i empatije u podučavanju o predrasudama." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2021. https://urn.nsk.hr/urn:nbn:hr:131:813846

Šalković, Mirna. "Uloga nastavničke samoefikasnosti, osjećaja odgovornosti prema učenicima i empatije u podučavanju o predrasudama." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2021. https://urn.nsk.hr/urn:nbn:hr:131:813846

Šalković, M. (2021). 'Uloga nastavničke samoefikasnosti, osjećaja odgovornosti prema učenicima i empatije u podučavanju o predrasudama', Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, accessed 08 October 2024, https://urn.nsk.hr/urn:nbn:hr:131:813846

Šalković M. Uloga nastavničke samoefikasnosti, osjećaja odgovornosti prema učenicima i empatije u podučavanju o predrasudama [Master's thesis]. Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; 2021 [cited 2024 October 08] Available at: https://urn.nsk.hr/urn:nbn:hr:131:813846

M. Šalković, "Uloga nastavničke samoefikasnosti, osjećaja odgovornosti prema učenicima i empatije u podučavanju o predrasudama", Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb, 2021. Available at: https://urn.nsk.hr/urn:nbn:hr:131:813846

Metadata
TitleUloga nastavničke samoefikasnosti, osjećaja odgovornosti prema učenicima i empatije u podučavanju o predrasudama
Title (english)The role of teacher's self-efficacy, sense of responsibility towards students and empathy in teaching about prejudice
AuthorMirna Šalković
MentorAleksandra Huić (mentor)
Committee memberGordana Kuterovac-Jagodić (predsjednik povjerenstva)
Committee memberJasmina Mehulić (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of Psychology)
Zagreb
Defense date and country2021-09-27, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
School Psychology and the Psychology of Education
Abstract
Cilj ovog istraživanja bio je ispitati koliko često nastavnici koriste pojedine mehanizme podučavanja o predrasudama te vidjeti u kakvom je odnosu čestina korištenih mehanizama s njihovim osjećajem osobne odgovornosti prema učenicima, nastavničkom samoefikasnošću i empatijom. Podaci su prikupljeni online upitnikom te je u istraživanju sudjelovalo 269 nastavnika razredne i predmetne nastave iz osnovnih i srednjih škola. Za potrebe istraživanja konstruiran je Upitnik mehanizama podučavanja o predrasudama koji mjeri dva faktora – Podučavanje o predrasudama i Suradnja s drugima, evaluacija programa i planiranje aktivnosti, a osim njega korištena je Skala nastavničke samoefikasnosti, Skala osobne odgovornosti, Toronto skala empatije te pitanja o sociodemografskim karakteristikama sudionika. Rezultati su pokazali veliku učestalost korištenja mehanizama podučavanja o predrasudama kod svih nastavnika. Dobivena su dva faktora tih mehanizama. Nastavnici su značajno češće koristili mehanizme Podučavanja o predrasudama od mehanizama Suradnje s drugima, evaluacije programa i planiranja aktivnosti. Veća nastavnička samoefikasnost bila je značajno povezana s češćim korištenjem oba mehanizma, dok je manja empatička neosjetljivost bila značajno povezana s češćim korištenjem mehanizama Podučavanja o predrasudama. Veći osjećaj odgovornosti za motivaciju učenika i manji osjećaj odgovornosti za samo podučavanje bili su značajno povezan s češćim korištenjem mehanizama Suradnje s drugima, evaluacije programa i planiranja aktivnosti. S obzirom da je ova tema dosad neistražena dobiveni podaci vrlo su korisni jer mogu poslužiti kao temelj za daljnja istraživanja.
Abstract (english)
The aim of this study was to investigate how often teachers use certain mechanisms when teaching about prejudice and to investigate the relationship between teaching about prejudice, teacher self-efficacy, sense of responsibility towards students and empathy. The data were collected using an online questionnaire and the sample consisted of 269 elementary, middle, and high school teachers. Prejudice Teaching Mechanisms Questionnaire was constructed, and it measures two factors – Prejudice teaching and Collaboration, program evaluation and activity planning. Additionally, we used Teacher Self-Efficacy Scale, Teacher Responsibility Scale, Toronto Empathy Questionnaire, and questions regarding sociodemographic characteristics. Teachers used all prejudice teaching mechanisms often. Teachers showed significantly higher frequency in using the Prejudice teaching mechanisms than Collaboration, program evaluation and activity planning mechanisms. Higher teacher self-efficacy was significantly associated with more frequent usage of both mechanisms, while lower empathic insensitivity was associated with more frequent usage of the Prejudice teaching mechanisms. Higher sense of responsibility for student motivation and lower sense of responsibility for teaching have a significant role in explaining the more frequent usage of the Collaboration, program evaluation and activity planning mechanisms. Given that this topic has not been explored so far, the data obtained is very useful because it can serve as a basis for further research.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:131:813846
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 In copyright icon
Created on2021-10-01 17:21:04