The Role Of Emotions In Primary Education Teaching

Tema je ovog diplomskog rada Uloga emocija u nastavi primarnog obrazovanja. Rad je podijeljen u dva dijela, teorijski dio i kvantitativno istraživanje. U teorijskom je dijelu ukratko prikazana važnost emocija u procesu odgoja i obrazovanja. Pojam emocija nema općeprihvaćenu definiciju i općenito ga je teško definirati. Cilj je istraživanja bio ispitati ulogu i značaj emocija i emocionalnih stanja na koncentraciju učenika i učenica u nastavnom procesu. Na uzorku od 112 ispitanika četvrtih razreda osnovne škole primijenjen je anketni upitnik kojim su se ispitala emocionalna stanja učenika i uloga emocija u koncentraciji i učenju tijekom nastavnog procesa s obzirom na spol učenika. Anketni je upitnik bio anoniman i ispitanici su u bilo kojem trenutku mogli odustati od istraživanja pri čemu se čuva učenikov integritet i dostojanstvo. Rezultati istraživanja analizirani su pomoću programa SPSS Statistic 2.0.0. Dobiveni rezultati pokazali su da je ženski spol emocionalno osjetljiviji od muškog spola isto kao što je i muški spol ravnodušniji u situacijama kao što su dobivanje loše ili odlične ocjene te procjeni i prepoznavanju tuđih emocija. Vidljivo je kako je samo dio učenika stekao emocionalnu kompetentnost izražavanja i uočavanja vlastitih emocija.Topic of this master’s thesis is The role of emotions in primary education teaching. This paper is divided into two parts, first being the theory and second being the quantitative research. The importance of emotions in education is briefly presented in the theoretical part. The term ‘emotions’ does not have generally accepted definition and is difficult to describe. The goal of the research was to examine the role and significance of emotions and emotional states on students’ concentration during the teaching process. On a sample of 112 examinees from the fourth grade of primary school, a survey questionnaire was used to examine students’ emotional states and the role of emotions on concentration and studying during the teaching process with regard to students’ gender. In order to preserve students’ dignity and integrity, survey questionnaire was anonymous and examinees could give up the research at any time. The results of research were analyzed using the SPSS Statistic 2.0.0. programme. The results obtained showed that female gender is more emotionally sensitive than the male gender as well as the male gender is more indifferent in situations like getting a bad or excellent grade and in assessing and recognizing other people’s emotions. It is also indicated that only small proportion of students acquired emotional competence of expressing and perceiving their own emotions