RAZLIČNI VIDIKI SOCIALNE SPREJETOSTI OSNOVNOŠOLSKIH UČENCEV - Aram, Urška ([U. Aram], 2015)
Namen pričujoče raziskave je bil raziskati koncept socialne sprejetosti v povezavi z različnimi dimenzijami samopodobe in vedenja na spletnih socialnih omrežjih (konkretneje Facebooku). Bolj specifično me je zanimalo, kako se učenci različnih sociometričnih skupin razlikujejo v samopodobi, povprečni oceni in uporabi Facebooka. Dodatno sem preverila, ali se bodo pokazale razlike v oceni socialne sprejetosti učenca v razredu, ki so jo ocenjevali trije različni ocenjevalci: učenci sami, učitelji in vrstniki. Na koncu je bilo preverjeno še, katera izmed spremenljivk je najboljši prediktor povprečne ocene v prejšnjem šolskem letu. V raziskavi so sodelovali učenci (n = 556) od šestega do devetega razreda šestih slovenskih osnovnih šol in 25 učiteljev, ki so s temi učenci v vsakdanjem stiku. Splošna, socialna in učna samopodoba je bila merjena z Vprašalnikom samopodobe (The Self Description Questionnaire – II), vedenje učencev na spletu pa sem preverila z Lestvico intenzivnosti uporabe Facebooka (Facebook Intensity Scale). Stopnjo socialne sprejetosti posameznega učenca v razredu sem preverila s sociometrično preizkušnjo s pozitivnim in negativnim kriterijem, drugo mero socialne sprejetosti so podali učitelji (na 4-stopenjski lestvici socialne sprejetosti), tretjo oceno pa je predstavljala učenčeva samoocena. Na koncu sem pridobila še podatek o zaključeni oceni treh predmetov. Rezultati so pokazali, da se učenci različnih sociometričnih skupin razlikujejo v vseh preverjanih spremenljivkah največje razlike v primerjavi z drugimi skupinami so se pokazale pri sociometrično zavrnjenih učencev, kar jih uvršča med skupino z največ rizičnimi posamezniki. Njihovih socialnih primanjkljajev se zavedajo sošolci, učitelji in oni sami. Rezultati so pokazali negativno povezavo med časom, ki ga učenec preživi na Facebooku, in povprečno oceno. Pomembni prediktorji povprečne ocene so zraven časa na Facebooku tudi učna in socialna samopodoba ter socialna preferenčnost. The aim of the study was to gain insight into the concept of social acceptance in relation with different aspects of self-concept and behaviour in social networks (in more concrete terms: the use of Facebook). More specifically, I was interested in how pupils from different sociometric groups differ in self-concept, grade point average and Facebook use. Additionally, I wanted to know if there will be any differences in measures of social acceptance assessed by three evaluators: pupils themselves, teachers and peers. At the end it was examined which variable is the best predictor of grade point average in the previous school year. Pupils (n=556) from grades 6 to 9 from six Slovenian primary schools and 25 teachers who were in everyday contact with these pupils participated in the research. Academic, social and general self-concept were measured with Self-description Questionnaire (SDQ-II), and intensity and frequency of Facebook use were measured with Facebook Intensity Scale (FBI). I measured the degree of social acceptance of every pupil in the classroom with sociometric procedure using positive and negative nominations the second measure of social acceptance was given by the teachers (on a 4-point scale of social acceptance) and the third measure was represented by the pupils’ self-perceived social acceptance. Additionally, I obtained information about grades in three subjects. Based on the results I concluded that pupils from different sociometric groups differ in all of the tested variables but the biggest variations are present in the rejected sociometric group which makes this group a group with high risk individuals. Pupils themselves, peers and teachers are aware of their social deficits. The findings show that the time spent on Facebook is negatively correlated with a grade point average. The significant predictors of grade point average are also academic and social self-concept and social preference.