SELF-ESTEEM AND MUSIC EDUCATION RELATIONSHIP AMONG PRIMARY SCHOOL PUPILS

V diplomskem delu so predstavljena teoretična izhodišča samopodobe, samospoštovanja in samoučinkovitosti ter njihov razvoj in povezanost med njimi v povezavi z glasbenim izobraževanjem. Namen empiričnega dela je bil preveriti povezanost konceptov samospoštovanja in samoučinkovitosti z glasbeno izobrazbo pri osnovnošolcih (N = 153). Cilji izvedene raziskave so bili nadalje preveriti stopnjo povezanosti samospoštovanja in samoučinkovitosti s splošnim učnim uspehom ter ugotoviti ali obstajajo razlike glede na spol in starost. Rezultati so pokazali, da ni razlik glede na spol v stopnji samospoštovanja, obstajajo pa pomembne razlike glede na spol v stopnji samoučinkovitosti. Samospoštovanje in samoučinkovitost sta močno povezana z učnim uspehom in z oceno pri pouku glasbe. Povezanost med oceno pri inštrumentu in samospoštovanjem ne obstaja, medtem ko obstaja povezanost med oceno pri inštrumentu in samoučinkovitostjo. Samospoštovanje in samoučinkovitost nista povezana z oceno pri nauku o glasbi. Prav tako nismo ugotovili povezanosti med starostjo učencev ter samospoštovanjem in samoučinkovitostjo. Pri ugotavljanju razlik med tistimi učenci, ki obiskujejo glasbeno šolo in tistimi, ki je ne, smo odkrili pomembne razlike tako v stopnji samospoštovanja kot tudi v stopnji samoučinkovitosti, ki sta bolj izraženi pri posameznikih, ki obiskujejo glasbeno šolo. Iz tega lahko povzamemo, da so učinki aktivnega ukvarjanja z glasbo na samospoštovanje in samoučinkovitost pozitivni, zato bi lahko v sistemu osnovnega šolanja namenili večjo pozornost temu vzvodu, ki nam zelo učinkovito pomaga pri oblikovanju otrokove zdrave samopodobe.The present diploma work presents the theoretical basis of self-esteem, self-respect, self-efficacy, development and connection between them in relationship with music education. The empiric part purpose was to verify the relationship of self-respect and self-efficacy with music education among the primary school pupils (N = 153). The goals of this research were to check the degree of relationship of self-respect and self-efficacy with the school success and to find out if there are any differences regarding sex and age. The results showed that there aren’t any differences regarding sex in the degree of self-respect as well as there are some important differences regarding sex in the degree of self-efficacy. The pupil self respect and self-efficacy are strongly connected with his school success and music lesson grade in the primary school. The relationship between the instrument lessons grader in the music school and self-respect does not exist although there is a connection between the instrument lesson grade and self-efficacy. Pupil’s self-respect and self-efficacy are not connected with the grade at subject teaching music in the music school. We also did not find out that there is a connection between age and self-respect and self-efficacy. On the basis of the above stated differences between those pupils which attend music school and those who do not we discovered some important differences regarding self-respect and self-efficacy which are more expressed at individuals who attend music school. Consequently, the effects of the active involvement of music are positive on self-respect as weel as self-efficacy, so we should put more attention to the stated findings in our school system because it helps us to form a child’s healthy self-esteem