Povezanost samoprocijenjene učinkovitosti u radu s učenicima s ADHD-om i uvjerenja o dobrobiti inkluzije

Dobranić, Adela

prikaz prve stranice dokumenta Povezanost samoprocijenjene učinkovitosti u radu s učenicima s ADHD-om i uvjerenja o dobrobiti inkluzije

Access restricted to students and staff of home institution

master's thesis

Povezanost samoprocijenjene učinkovitosti u radu s učenicima s ADHD-om i uvjerenja o dobrobiti inkluzije

Rijeka: University of Rijeka, Faculty of Teacher Education in Rijeka, 2017. urn:nbn:hr:189:230761

Dobranić, Adela

University of Rijeka
Faculty of Teacher Education
Section for Interdisciplinary and Natural Sciences

Request a copy
of the document

Cite this document

APA 6th Edition

Dobranić, A. (2017). Povezanost samoprocijenjene učinkovitosti u radu s učenicima s ADHD-om i uvjerenja o dobrobiti inkluzije (Master's thesis). Rijeka: University of Rijeka, Faculty of Teacher Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:189:230761

MLA 8th Edition

Dobranić, Adela. "Povezanost samoprocijenjene učinkovitosti u radu s učenicima s ADHD-om i uvjerenja o dobrobiti inkluzije." Master's thesis, University of Rijeka, Faculty of Teacher Education, 2017. https://urn.nsk.hr/urn:nbn:hr:189:230761

Chicago 17th Edition

Harvard

Dobranić, A. (2017). 'Povezanost samoprocijenjene učinkovitosti u radu s učenicima s ADHD-om i uvjerenja o dobrobiti inkluzije', Master's thesis, University of Rijeka, Faculty of Teacher Education, accessed 16 April 2024, https://urn.nsk.hr/urn:nbn:hr:189:230761

Vancouver

Dobranić A. Povezanost samoprocijenjene učinkovitosti u radu s učenicima s ADHD-om i uvjerenja o dobrobiti inkluzije [Master's thesis]. Rijeka: University of Rijeka, Faculty of Teacher Education; 2017 [cited 2024 April 16] Available at: https://urn.nsk.hr/urn:nbn:hr:189:230761

IEEE

A. Dobranić, "Povezanost samoprocijenjene učinkovitosti u radu s učenicima s ADHD-om i uvjerenja o dobrobiti inkluzije", Master's thesis, University of Rijeka, Faculty of Teacher Education, Rijeka, 2017. Available at: https://urn.nsk.hr/urn:nbn:hr:189:230761

Cite this item: https://urn.nsk.hr/urn:nbn:hr:189:230761

Please login to the repository to save this object to your list.

Metadata

Title	Povezanost samoprocijenjene učinkovitosti u radu s učenicima s ADHD-om i uvjerenja o dobrobiti inkluzije
Title (english)	Correlation of Self-assesed Efficiency in Teaching of ADHD Pupil and Believes of Benefites of Educational Inclusion
Author	Adela Dobranić
Mentor	Nataša Vlah (mentor)
Committee member	Sanja Skočić Mihić (predsjednik povjerenstva)
Committee member	Nataša Vlah (član povjerenstva)
Committee member	Petra Pejić Papak (član povjerenstva)
Granter	University of Rijeka Faculty of Teacher Education (Section for Interdisciplinary and Natural Sciences) Rijeka
Defense date and country	2017-07-17, 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	Temeljni cilj rada je utvrditi povezanost samoprocijenjene učinkovitosti učitelja u radu s učenicima u riziku za ADHD i njihovih uvjerenja o dobrobiti inkluzije. Istraţivanje je provedeno na prigodnom uzroku učenika s rizikom za ADHD procjenjivanih od strane učitelja, N=242. Dob učenika s rizikom za ADHD je od 7 do 17 godina iz 5 ţupanija Republike Hrvatske – MeĎimurskoj, Varaţdinskoj, Koprivničko – kriţevačkoj, Sisačko – Moslavačkoj i Primorsko – goranskoj. Mjerni instrument bio je anketni upitnik koji je sadrţavao opće sociodemografske podatke djeteta i procjenjivača te dvije skale kojima se procjenjivala samoprocjenjena učinkovitost učitelja u radu s učenicima u riziku za ADHD i njihovih uvjerenja o inkluziji, a dobiveni podaci obraĎeni su putem deskriptivne i korelacijske statistike. Prema osnovnim rezultatima istraţivanja potvrĎena su pozitivna uvjerenja o inkluziji te pozitivna povezanost samoprocjenjene učinkovitosti učitelja u radu s učenicima u riziku za ADHD i uvjerenja o inkluziji. Doprinos ovih rezultata je u spoznajama elemenata u osnaţivanju učitelja za učinkovitiji rad s učenicima s ADHD.
Abstract (english)	The aim of the paper is to establish a correlation between self-estimated teacher effectiveness in dealing with ADHD risk children and their beliefs about the benefits of inclusion. The research was carried out on the occasion of a student with a risk of ADHD evaluated by a teacher, N = 242. The age of ADHD is 7 to 17 years old from 5 counties of the Republic of Croatia. The measuring instrument was a questionnaire that contained the general socio-demographic data of the child and the evaluator, and two scales assessing the self-assessed effectiveness of the teacher in dealing with ADHD and their inclusion beliefs, and the obtained data were processed through descriptive and correlation statistics. According to the basic research findings, positive beliefs on inclusion and positive correlation between self-assessed teacher effectiveness in working with ADHD risk and inclusion beliefs were confirmed. The contribution of these findings is in the knowledge of the elements in empowering teachers to work more effectively with ADHD students.
Keywords
Keywords (english)
Language	croatian
URN:NBN	urn:nbn:hr:189:230761
Study programme	Title: Integrated graduate and graduate study of Primary School Education Study programme type: university Study level: integrated undergraduate and graduate Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resource	Text
File origin	Born digital
Access conditions	Access restricted to students and staff of home institution
Terms of use
Repository	Repository of the University of Rijeka, Faculty of Teacher Education
Created on	2017-11-06 10:00:29

Nacionalna i sveučilišna knjižnica u Zagrebu

Dabar