Školska klima i internalizirani problemi kod adolescenata s teškoćama učenja

master's thesis

• Title (english): School climate and internalizing problems in adolescents with learning disabilities
• Author: Marija Jerković
• Mentor: Anamarija Žic Ralić (mentor)
• Committee member: Anamarija Žic Ralić (predsjednik povjerenstva)
• Committee member: Daniela Cvitković (član povjerenstva)
• Committee member: Ana Wagner Jakab (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2022-09-20, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Cilj ovog diplomskog rada je analizirati postojanje internaliziranih problema, percepciju školske klime te povezanost između školske klime i postojanja internaliziranih problema kod adolescenata s teškoćama učenja i njihovih vršnjaka tipičnog razvoja. Ovim kvantitativnim istraživanjem željelo se istražiti postoji li razlika između adolescenata s teškoćama učenja i njihovih vršnjaka tipičnog razvoja u samoprocjeni internaliziranih problema i u percepciji školske klime te utvrditi povezanost percepcije školske klime i prisutnosti internaliziranih problema kod navedene dvije skupine adolescenata.
Za prikupljanje podataka korištena su dva mjerna instrumenta - za mjerenje školske klime korišten je Hrvatski upitnik školske klime za učenike (HUŠK-U; Velki i Kuterovac Jagodić, 2012), a za procjenu prisutnosti internaliziranih problema korištena je Skala depresivnosti, anksioznosti i stresa (DASS-21; Lovibond i Lovibond, 1995). Istraživanje je provedeno na uzorku od 208 sudionika (104 učenika s teškoćama učenja i 104 učenika tipičnog razvoja), u dobi od 12 do 15 godina. To su učenici sedmih i osmih razreda 28 osnovnih škola u Gradu Zagrebu. U svrhu analize podataka istraživanja korištene su metode deskriptivne statistike te neparametrijske statističke metode (Mann - Whitney U test te Spearmanov koeficijent korelacije).
Rezultati istraživanja pokazuju da na ukupnoj skali DASS-21 ne postoji statistički značajna razlika između adolescenata s teškoćama učenja i njihovih vršnjaka tipičnog razvoja u samoprocjeni internaliziranih problema. Isto je utvrđeno i za subskale depresivnosti i anksioznosti, dok je za subskalu stresa pronađena statistički značajna razlika između dviju skupina učenika pri čemu adolescenti s teškoćama učenja procjenjuju više simptoma stresa nego njihovi vršnjaci tipičnog razvoja. Dobiveni rezultati pokazuju da ne postoji statistički značajna razlika između adolescenata s teškoćama učenja i njihovih vršnjaka tipičnog razvoja u percepciji školske klime. Naposljetku, ovim istraživanjem dokazana je statistički značajna pozitivna povezanost između rezultata na dimenziji percepcija školske klime i rezultata na dimenziji internaliziranih problema kod obje skupine učenika.
Uz proširenje spoznaja o problematici internaliziranih problema kod adolescenata s teškoćama učenja i njihovih vršnjaka tipičnog razvoja, kao i povezanošću istih sa školskom klimom, doprinos ovog istraživanja je i stvaranje znanstveno utemeljenih smjernica za preventivno djelovanje u školama.

Abstract (english)

The aim of this study was to analyze the existence of internalizing problems, the perception of school climate and the correlation between school climate and the existence of internalizing problems in adolescents with learning disabilities and their typically developing peers. This quantitative research was designed to investigate whether there is a difference between adolescents with learning disabilities and their typically developing peers in self-assessment of internalizing problems and in the perception of school climate, and to determine the correlation between the perception of school climate and the presence of internalizing problems in these two groups of adolescents.
For the data collection, two measuring instruments were used - Croatian questionnaire of the school climate for primary school pupils (HUŠK-U; Velki and Kuterovac Jagodić, 2012) was used to measure the school climate, and Depression Anxiety Stress Scales (DASS-21; Lovibond and Lovibond, 1995) was used to assess the presence of internalizing problems. The research was conducted on a sample of 208 participants (104 students with learning disabilities and 104 typically developing students), aged 12 to 15 years. These are seventh and eighth grade students from 28 primary schools in the City of Zagreb. Descriptive statistics methods and non-parametric statistical methods (Mann - Whitney U test and Spearman's correlation coefficient) were used for the analysis of research data.
The results of the research show that on the overall DASS-21 scale there is no statistically significant difference between adolescents with learning disabilities and their typically developing peers in self-assessment of internalizing problems. The same was found for the Depression and Anxiety subscales, while for the Stress subscale a statistically significant difference was found between the two groups of students where adolescents with learning disabilities assess more symptoms of stress than their typically developing peers. The obtained results show that there is no statistically significant difference between adolescents with learning disabilities and their typically developing peers in the perception of school climate. Finally, this research proved a statistically significant positive correlation between the results on the dimension of school climate perceptions and the results on the dimension of internalizing problems in both groups of students.
In addition to expanding knowledge about the topic of internalizing problems in adolescents with learning disabilities and their typically developing peers, as well as their correlation with the school climate, the contribution of this research is the creation of scientifically based guidelines for preventive action in schools.

• Keywords: teškoće učenja; školska klima; internalizirani problemi
• Keywords (english): learning disabilities; school climate; internalizing problems
• Language: croatian
• URN:NBN: urn:nbn:hr:158:837269
• Study programme: Title: Graduate study of Educational Rehabilitation; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacijske rehabilitacije (magistar/magistra edukacijske rehabilitacije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access; Embargo expiration date: 2023-09-20
• Created on: 2022-11-04 14:28:09