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Academic self-concept and attributes for successful academic performance of students with individual learning deficits

Neja Plaskan (2021) Academic self-concept and attributes for successful academic performance of students with individual learning deficits. MSc thesis.

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    Abstract

    The main purpose of this master's thesis is to investigate the learning self-concept of pupils with deficits in individual areas of learning and their attribution in the field of academic achievement. We are interested in the relationship between learning performance and the learning self-concept of pupils with deficits in individual areas of learning. At the same time, we want to determine whether there are any differences in learning self-concept and achievement attributions between pupils with deficits in individual areas of learning and their classmates. The empirical study included 124 pupils from third to fifth grade of elementary school. Of these, 14 were pupils with deficits in individual areas of learning. Pupils filled out questionnaires in a guided manner. All statements were read to the pupils to assure that all pupils understood them. The obtained data were statistically processed and presented in numerical and descriptive form. The results showed that the learning self-concept of pupils with deficits in individual areas of learning is good, but statistically significantly lower than the learning self-concept of their classmates. Pupils without deficits in individual areas of learning are more satisfied with their grades and are more of the opinion that learning contents can be learned quickly and that all school subjects are easy. In the field of attributions, the results showed that pupils with deficits in individual areas of learning attribute their successes or failures to a greater extent than their classmates to external factors that they cannot influence. Their classmates, on the other hand, attribute their successes or failures to causes that have an internal locus of control and that an individual can influence. We were also interested in the correlation between learning success and learning self-concept. Research has shown that learning success and learning self-esteem are related when we measured connectivity in all pupils. Higher learning achievement is associated with higher learning self-esteem, and lower learning success is associated with lower learning self-esteem. However, in pupils with deficits in individual areas of learning, there was no correlation between learning success and learning self-concept.

    Item Type: Thesis (MSc thesis)
    Keywords: learning difficulties, deficits in individual areas of learning, learning self-concept, achievement attributions, primary school pupils
    Number of Pages: 52
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    prof. dr. Mojca JuriševičMentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/87353091
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 7043
    Date Deposited: 02 Dec 2021 08:27
    Last Modified: 02 Dec 2021 08:27
    URI: http://pefprints.pef.uni-lj.si/id/eprint/7043

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