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Socio-emocionalne kompetencije i prepoznavanje emocija kod gluvih i nagluvih učenika starijeg školskog uzrasta

Socio-emotional competence and emotion recognitionof deaf and hard of hearing students of older primary school age

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2013
uhgjklhgjdfgucf.pdf (355.9Kb)
Authors
Radić-Šestić, Marina
Radovanović, Vesna
Contributors
Gligorović Milica
Conference object (Published version)
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Abstract
S obzirom da se veoma je mali broj studija bavio istraživanjem socioemocionalnih kompetencija i prepoznavanja emocija kod gluve i nagluve dece u različitim tipovima školovanja, naš cilj istraživanja bio je utvrditi navedene sposobnosti kod učenika starijeg školskog uzrasta koji pohađaju nastavu u školama za gluvu i nagluvu decu (specijalnim školama) i u redovnim školama. Uzorak je obuhvatio 60 gluvih i nagluvih ispitanika starijeg osnovnoškolskog uzrasta (po 20 ispitanika VI, VII i VIII razreda) oba pola (35 muškog i 25 ženskog), koji se obrazuju u školama za nagluve učenike i u redovnim školama u Beogradu i Zemunu. U proceni socio-emocionalnih kompetencija korišćena je Skala rezilijentnosti za decu i adolescente (RSCa), a za procenu prepoznavanja emocija primenjen je Ekmanov test prepoznavanja facijalne ekspresije (Ekman faces test). U statističkoj obradi dobijenih podataka korišćeni su metodi deskriptivne statistike, χ2 test, analiza varijanse (ANOVA), Spirmanov koeficij...ent korelacije i relijabilna analiza. Rezultati istraživanja ukazuju da tip školovanja značajno utiče na socioemocionalne kompetencije ispitanika (p≤0,000). Ispitanici iz redovnih škola su pokazali veću socio-emocionalnu kompetentnost jer su istrajniji (p=0,002), tolerantniji (p=0,001) i optimističniji (p≤0,000) od vršnjaka iz specijalnih škola. Razlike u odnosu na tip školovanja nisu utvrđene u regulaciji emocija kod ispitanika (p=0,051), mada numeričke vrednosti ukazuju da su dobijeni rezultati na granici statističke značajnosti. Kod prepoznavanje emocija putem fotografija nisu pronađene bitne razlike između ispitanika iz specijalnih i redovnih škola (p=0,084).

Given that very few studies have focused on researching socio-emotional competence and recognition of emotions in deaf and hard of hearing children in different types of schooling, our aim was to establish these skills in students of older school-age who attend classes in schools for deaf and hard of hearing children (special schools) and in mainstream schools. The sample included 60 deaf and hard of hearing participants of older primary school age (20 examinees VI, VII and VIII) of both sexes (35 males and 25 females), who are educated in schools for hearing impaired students (30) and in mainstream schools (30) in Belgrade and Zemun. Resilience Scale for Children and Adolescents (RSCA) was used to assess socio-emotional competence, while Ekman faces test. Statistical analysis of the obtained data, the methods of descriptive statistics, chi-square test, ANOVA, Spearman correlation coefficient and reliability analysis were used to assess emotion recognition. The results sug...gest that the type of education significantly affects socioemotional competence of the participants (p≤0.000). The participants from mainstream schools showed greater socio-emotional competence because they are more persistent (p=0.002), more tolerant (p=0.001) and more optimistic (p≤0.000) than their peers in special schools. Differences in the regulation of emotion in the examinees, with regard to the type of education, were not determined (p=0.051), although our numerical values indicate that it is on the verge of statistical significance. In recognition of emotions through images no significant differences were determined between the participants from special and mainstream schools (p=0.084).

Keywords:
socio-emocionalne kompetencije / prepoznavanje emocija / gluvi i nagluvi učenici / redovna i specijalna škola / socio-emotional competence / recognition of emotions / deaf and hard of hearing students / mainstream and special schools
Source:
Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013, 2013, 221-248
Publisher:
  • Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Funding / projects:
  • Designig a protocol for Assessing the Educational potentials of Children with Disabilities as a Criterion for Development of Individual Educational Programs (RS-179025)

ISBN: 978-86-6203-044-3

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_rfasper_2224
URI
http://rfasper.fasper.bg.ac.rs/handle/123456789/2224
Collections
  • Radovi istraživača / Researcher's publications
Institution/Community
rFASPER
TY  - CONF
AU  - Radić-Šestić, Marina
AU  - Radovanović, Vesna
PY  - 2013
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2224
AB  - S obzirom da se veoma je mali broj studija bavio istraživanjem socioemocionalnih
kompetencija i prepoznavanja emocija kod gluve i nagluve dece u
različitim tipovima školovanja, naš cilj istraživanja bio je utvrditi navedene
sposobnosti kod učenika starijeg školskog uzrasta koji pohađaju nastavu u školama
za gluvu i nagluvu decu (specijalnim školama) i u redovnim školama.
Uzorak je obuhvatio 60 gluvih i nagluvih ispitanika starijeg
osnovnoškolskog uzrasta (po 20 ispitanika VI, VII i VIII razreda) oba pola (35
muškog i 25 ženskog), koji se obrazuju u školama za nagluve učenike i u redovnim
školama u Beogradu i Zemunu. U proceni socio-emocionalnih kompetencija
korišćena je Skala rezilijentnosti za decu i adolescente (RSCa), a za procenu
prepoznavanja emocija primenjen je Ekmanov test prepoznavanja facijalne
ekspresije (Ekman faces test). U statističkoj obradi dobijenih podataka korišćeni su
metodi deskriptivne statistike, χ2 test, analiza varijanse (ANOVA), Spirmanov
koeficijent korelacije i relijabilna analiza.
Rezultati istraživanja ukazuju da tip školovanja značajno utiče na socioemocionalne
kompetencije ispitanika (p≤0,000). Ispitanici iz redovnih škola su
pokazali veću socio-emocionalnu kompetentnost jer su istrajniji (p=0,002),
tolerantniji (p=0,001) i optimističniji (p≤0,000) od vršnjaka iz specijalnih škola.
Razlike u odnosu na tip školovanja nisu utvrđene u regulaciji emocija kod
ispitanika (p=0,051), mada numeričke vrednosti ukazuju da su dobijeni rezultati na granici statističke značajnosti. Kod prepoznavanje emocija putem fotografija nisu
pronađene bitne razlike između ispitanika iz specijalnih i redovnih škola (p=0,084).
AB  - Given that very few studies have focused on researching socio-emotional
competence and recognition of emotions in deaf and hard of hearing children in
different types of schooling, our aim was to establish these skills in students of
older school-age who attend classes in schools for deaf and hard of hearing
children (special schools) and in mainstream schools.
The sample included 60 deaf and hard of hearing participants of older
primary school age (20 examinees VI, VII and VIII) of both sexes (35 males and
25 females), who are educated in schools for hearing impaired students (30) and in
mainstream schools (30) in Belgrade and Zemun. Resilience Scale for Children and
Adolescents (RSCA) was used to assess socio-emotional competence, while
Ekman faces test. Statistical analysis of the obtained data, the methods of
descriptive statistics, chi-square test, ANOVA, Spearman correlation coefficient
and reliability analysis were used to assess emotion recognition.
The results suggest that the type of education significantly affects socioemotional
competence of the participants (p≤0.000). The participants from
mainstream schools showed greater socio-emotional competence because they are
more persistent (p=0.002), more tolerant (p=0.001) and more optimistic (p≤0.000)
than their peers in special schools. Differences in the regulation of emotion in the
examinees, with regard to the type of education, were not determined (p=0.051),
although our numerical values indicate that it is on the verge of statistical
significance. In recognition of emotions through images no significant differences were determined between the participants from special and mainstream schools
(p=0.084).
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013
T1  - Socio-emocionalne kompetencije i prepoznavanje emocija kod gluvih i nagluvih učenika starijeg školskog uzrasta
T1  - Socio-emotional competence and emotion
recognitionof deaf and hard of hearing students of
older primary school age
EP  - 248
SP  - 221
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2224
ER  - 
@conference{
author = "Radić-Šestić, Marina and Radovanović, Vesna",
year = "2013",
abstract = "S obzirom da se veoma je mali broj studija bavio istraživanjem socioemocionalnih
kompetencija i prepoznavanja emocija kod gluve i nagluve dece u
različitim tipovima školovanja, naš cilj istraživanja bio je utvrditi navedene
sposobnosti kod učenika starijeg školskog uzrasta koji pohađaju nastavu u školama
za gluvu i nagluvu decu (specijalnim školama) i u redovnim školama.
Uzorak je obuhvatio 60 gluvih i nagluvih ispitanika starijeg
osnovnoškolskog uzrasta (po 20 ispitanika VI, VII i VIII razreda) oba pola (35
muškog i 25 ženskog), koji se obrazuju u školama za nagluve učenike i u redovnim
školama u Beogradu i Zemunu. U proceni socio-emocionalnih kompetencija
korišćena je Skala rezilijentnosti za decu i adolescente (RSCa), a za procenu
prepoznavanja emocija primenjen je Ekmanov test prepoznavanja facijalne
ekspresije (Ekman faces test). U statističkoj obradi dobijenih podataka korišćeni su
metodi deskriptivne statistike, χ2 test, analiza varijanse (ANOVA), Spirmanov
koeficijent korelacije i relijabilna analiza.
Rezultati istraživanja ukazuju da tip školovanja značajno utiče na socioemocionalne
kompetencije ispitanika (p≤0,000). Ispitanici iz redovnih škola su
pokazali veću socio-emocionalnu kompetentnost jer su istrajniji (p=0,002),
tolerantniji (p=0,001) i optimističniji (p≤0,000) od vršnjaka iz specijalnih škola.
Razlike u odnosu na tip školovanja nisu utvrđene u regulaciji emocija kod
ispitanika (p=0,051), mada numeričke vrednosti ukazuju da su dobijeni rezultati na granici statističke značajnosti. Kod prepoznavanje emocija putem fotografija nisu
pronađene bitne razlike između ispitanika iz specijalnih i redovnih škola (p=0,084)., Given that very few studies have focused on researching socio-emotional
competence and recognition of emotions in deaf and hard of hearing children in
different types of schooling, our aim was to establish these skills in students of
older school-age who attend classes in schools for deaf and hard of hearing
children (special schools) and in mainstream schools.
The sample included 60 deaf and hard of hearing participants of older
primary school age (20 examinees VI, VII and VIII) of both sexes (35 males and
25 females), who are educated in schools for hearing impaired students (30) and in
mainstream schools (30) in Belgrade and Zemun. Resilience Scale for Children and
Adolescents (RSCA) was used to assess socio-emotional competence, while
Ekman faces test. Statistical analysis of the obtained data, the methods of
descriptive statistics, chi-square test, ANOVA, Spearman correlation coefficient
and reliability analysis were used to assess emotion recognition.
The results suggest that the type of education significantly affects socioemotional
competence of the participants (p≤0.000). The participants from
mainstream schools showed greater socio-emotional competence because they are
more persistent (p=0.002), more tolerant (p=0.001) and more optimistic (p≤0.000)
than their peers in special schools. Differences in the regulation of emotion in the
examinees, with regard to the type of education, were not determined (p=0.051),
although our numerical values indicate that it is on the verge of statistical
significance. In recognition of emotions through images no significant differences were determined between the participants from special and mainstream schools
(p=0.084).",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013",
title = "Socio-emocionalne kompetencije i prepoznavanje emocija kod gluvih i nagluvih učenika starijeg školskog uzrasta, Socio-emotional competence and emotion
recognitionof deaf and hard of hearing students of
older primary school age",
pages = "248-221",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2224"
}
Radić-Šestić, M.,& Radovanović, V.. (2013). Socio-emocionalne kompetencije i prepoznavanje emocija kod gluvih i nagluvih učenika starijeg školskog uzrasta. in Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 221-248.
https://hdl.handle.net/21.15107/rcub_rfasper_2224
Radić-Šestić M, Radovanović V. Socio-emocionalne kompetencije i prepoznavanje emocija kod gluvih i nagluvih učenika starijeg školskog uzrasta. in Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013. 2013;:221-248.
https://hdl.handle.net/21.15107/rcub_rfasper_2224 .
Radić-Šestić, Marina, Radovanović, Vesna, "Socio-emocionalne kompetencije i prepoznavanje emocija kod gluvih i nagluvih učenika starijeg školskog uzrasta" in Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013 (2013):221-248,
https://hdl.handle.net/21.15107/rcub_rfasper_2224 .

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