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master's thesis
Povezanost samoprocijenjene učinkovitosti u radu s učenicima s ADHD-om i uvjerenja o dobrobiti inkluzije
2017. urn:nbn:hr:189:230761
Dobranić, Adela
University of Rijeka
Faculty of Teacher Education
Department for Interdisciplinary and Natural Sciences

Cite this document

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

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

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

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 24 November 2024, https://urn.nsk.hr/urn:nbn:hr:189:230761

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 November 24] Available at: https://urn.nsk.hr/urn:nbn:hr:189:230761

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

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Metadata
TitlePovezanost 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
AuthorAdela Dobranić
MentorNataša Vlah (mentor)
Committee memberSanja Skočić Mihić (predsjednik povjerenstva)
Committee memberNataša Vlah (član povjerenstva)
Committee memberPetra Pejić Papak (član povjerenstva)
GranterUniversity of Rijeka
Faculty of Teacher Education
(Department for Interdisciplinary and Natural Sciences)
Rijeka
Defense date and country2017-07-17, 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)
Languagecroatian
URN:NBNurn:nbn:hr:189:230761
Study programmeTitle: 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 resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2017-11-06 10:00:29