Title Analiza pozitivnih afektivnih stanja odgajatelja
Title (english) The Analysis of Educators' Positive Affective States
Author Sanja Čačić
Mentor Sanja Tatalović Vorkapić (mentor)
Committee member Renata Čepić (predsjednik povjerenstva)
Committee member Sanja Tatalović Vorkapić (član povjerenstva)
Committee member Lidija Vujičić (član povjerenstva)
Granter University of Rijeka Faculty of Teacher Education (Department for Interdisciplinary and Natural Sciences) Rijeka
Defense date and country 2016-09-22, Croatia
Scientific / art field, discipline and subdiscipline INTERDISCIPLINARY AREAS OF KNOWLEDGE Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
Abstract Za kvalitetan rad odgajatelja nisu samo važne kompetencije kojima odgajatelj raspolaže, već i odrednice implicitne kognicije s kojima odgajatelj svakodnevno dolazi u svoju vrtićku skupinu. Osnovni cilj ovog istraživanja bio je ispitati pozitivna i negativna afektivna stanja odgajatelja predškolske djece, te njihov omjer. U istraživanju je sudjelovalo 152 ispitanika, od čega 115 studenata Učiteljskog fakulteta Sveučilišta u Rijeci, polaznika diplomske razine studija Ranog i predškolskog odgoja i obrazovanja raspoređenih u šest studijskih grupa i 37 odgajateljica koje su direktno uključene u odgojno-obrazovnu praksu. Prilikom istraživanja korišten je upitnik Panas, koji sadrži 20 čestica. Ispitanici su svakodnevno, tijekom 13 dana u isto vrijeme procjenjivali svoje emocije na skali od 1-5 Likertovog tipa. Osnovni rezultati pokazali su da se prema srednjim vrijednostima doživljavanja emocija ispitanici najčešće osjećaju redom: zainteresirano, aktivno, odlučno i budno. Najrjeđe se osjećaju: posramljeno i neprijateljski raspoloženo. Može se zaključiti da ispitanici u prosjeku doživljavaju više pozitivnih nego negativnih emocija. Rezultati ukazuju također na to da postoji statistički značajna negativna povezanost između pozitivnih i negativnih emocija. Drugim riječima, što ispitanici doživljavaju više pozitivnih emocija, to doživljavaju manje negativnih emocija. Također, pronađena je statistički značajna razlika u doživljavanju negativnih emocija (U=1338,0; z = -2,13; p=0,03) i omjeru pozitivnosti (U=1248,5; z = -2,09; p=0,04) između studentica i odgajateljica iz neposredne odgojno-obrazovne prakse. Studentice su češće doživljavale negativne emocije od odgajateljica iz prakse. Kod studentica se pronalazi i niži omjer pozitivnosti nego kod odgajateljica iz prakse. Osim toga, pronađena je statistički značajna razlika u osjećaju uznemirenosti, prestrašenosti, poletnosti, aktivnosti i uplašenosti između studentica i odgajateljica. Studentice su se češće nego odgajateljice iz prakse osjećale uznemireno, prestrašeno i uplašeno, dok su se odgajateljice iz prakse češće osjećale poletno i aktivno. Ovaj rad može ukazati na potrebu i važnost osnaživanja odgajateljica već pri inicijalnom obrazovanju sadržajima iz područja pozitivne psihologije, koji se mogu ponuditi i odgajateljicama iz prakse kroz različite radionice i seminare
Abstract (english) Competencies are not the only ones important for educator's quality work. Determinants of implicit cognition, which are present in their every day interaction with children, are also important. The primary goal of this research was to look into positive and negative affective states and their ratio among preschool educators. There were a total number of 152 participants, 115 of which are students at the Faculty of Education, attendants of Early and preschool education Masters program, divided in six groups and 37 educators directly involved in educational practice. PANAS questionnaire was used in the research, consisting of 20 particles. Participants assessed their emotions on a daily basis, at the same time, on a 1-5 Likert scale. The results show that participants most frequently feel: interested, active, determined and awake. Participants feel ashamed and hostile the least frequent. The conclusion is that they experience more positive emotions than negative ones. The results also show that there is statistically significant negative correlation between positive and negative emotions. In other words, the more positive emotions they experience, the less negative emotions they will experience. Also, there is a statistically significant difference in experiencing negative emotions (U=1338,0; z = -2,13; p=0,03) and in positivity ratio (U=1248,5; z = -2,09; p=0,04) between students and educators in practice. Students experienced negative emotions more frequently than educators. There is also a lower positivity ratio among students. Furthermore, there is a statistically significant difference in experiencing feelings of disturbance, fright, enthusiasm, activity and fear between students and educators. Students felt disturbed, frightened and scared more frequently, while educators felt enthusiastic and active more frequently. This paper can point out to a need and importance for strenghtening educators with contents from poisitive psychology during their education, which can also be offered to educators from practice in forms of workshops and seminars.
Keywords
pozitivna psihologija
implicitna pedagogija
afektivna stanja
emocije
pozitivan odgajatelj
Keywords (english)
positive psychology
implicit pedagogy
affective states
emotions
positive educator
Language croatian
URN:NBN urn:nbn:hr:189:841640
Study programme Title: Education Study programme type: university Study level: graduate Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
Type of resource Text
File origin Born digital
Access conditions Access restricted to students and staff of home institution
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Created on 2016-10-13 10:22:12