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Uloga Slobodnog Vremena I Društvenih Mreža U Samoprocjeni Kvalitete Života Učenika Višeg Sekundarnog Obrazovanja

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Uloga Slobodnog Vremena I Društvenih Mreža U Samoprocjeni Kvalitete Života Učenika Višeg Sekundarnog Obrazovanja Uloga slobodnog vremena i društvenih mreža u samoprocjeni kvalitete života učenika višeg sekundarnog obrazovanja Rattinger, Marija Doctoral thesis / Disertacija 2020 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: University of Zagreb, University of Zagreb, Faculty of Humanities and Social Sciences / Sveučilište u Zagrebu, Filozofski fakultet https://doi.org/10.17234/diss.2020.5540 Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:131:939542 Rights / Prava: In copyright Download date / Datum preuzimanja: 2020-10-21 Repository / Repozitorij: ODRAZ - open repository of the University of Zagreb Faculty of Humanities and Social Sciences Filozofski fakultet Marija Rattinger ULOGA SLOBODNOG VREMENA I DRUŠTVENIH MREŽA U SAMOPROCJENI KVALITETE ŽIVOTA UČENIKA VIŠEG SEKUNDARNOG OBRAZOVANJA DOKTORSKI RAD Zagreb, 2020. Filozofski fakultet Marija Rattinger ULOGA SLOBODNOG VREMENA I DRUŠTVENIH MREŽA U SAMOPROCJENI KVALITETE ŽIVOTA UČENIKA VIŠEG SEKUNDARNOG OBRAZOVANJA DOKTORSKI RAD Mentor: doc. dr. sc. Tomislav Topolovčan Zagreb, 2020. University of Zagreb Faculty of Humanities and Social Sciences Marija Rattinger THE ROLE OF LEISURE TIME AND SOCIAL NETWORKS IN SELF ASSESSMENT OF QUALITY OF LIFE OF STUDENTS IN UPPER SECONDARY EDUCATION DOCTORAL THESIS Supervisor: Assistant Professor Tomislav Topolovčan, PhD Zagreb, 2020. ZAHVALE Za ostvarivanje postavljenih ciljeva, kao i za većinu vrijednih stvari u životu, potrebno je puno rada i upornosti, ali i ljudi koji nas podupiru, bodre i vole. Stoga, od srca zahvaljujem svom mentoru, doc. dr. sc. Tomislavu Topolovčanu, na sigurnom vodstvu, podršci, ohrabrenju te znanstvenim, stručnim i prijateljskim savjetima tijekom rada na ovoj disertaciji. Zahvaljujem i članovima Stručnog povjerenstva za obranu rada, jednom od mojih uzora, prof. dr. sc. Nevenu Hrvatiću, na profesionalnom vođenju obrane i svakom savjetu kojeg mi je dao, kao i izv. prof. dr. sc. Goranu Livazoviću. Najveću zahvalu upućujem svojoj obitelji, kćerima Rei i Lari, a posebno suprugu Dejanu. Bez njihovog razumijevanja i bezgranične ljubavi i podrške ovo ne bi bilo ostvareno. Volim vas najviše na svijetu! Marija O MENTORU: Dr. sc. Tomislav Topolovčan je docent na Učiteljskom fakultetu Sveučilišta u Zagrebu. Na Učiteljskom fakultetu Sveučilišta u Zagrebu je zaposlen 2010. godine. U sklopu učiteljskog studija organizira nastavu iz kolegija: Teorije nastave i obrazovanja, Nastavni kurikulum, Uvod u neurodidaktiku, Metodologija društvenih znanosti te Kvalitativne i kvantitativne metode. U sklopu poslijediplomskog studija doktorskom studiju poučava kolegije Kvalitativne metode istraživanja u obrazovnim znanostima te Digitalne obrazovne tehnologije i multimedijska didaktika. Od 2018. godine je na Učiteljskom fakultetu Sveučilišta u Zagrebu je predstojnik Katedre za pedagogiju i didaktiku. Na Medicinskom fakultetu i Fakultetu za dentalnu medicinu i zdravstvo organizirao je nastavu iz kolegija: Teorija kurikuluma, Didaktika, Metodika nastave zdravstvene njege. Održao je više predavanja na međunarodnim znanstvenim konferencijama: Oslo (Norveška), Budimpešta (Mađarska), Berlin (Njemačka), Žalec (Slovenija) te na više međunarodnih konferencija u Hrvatskoj. Stručno se usavršavao u sklopu Pestalozzi programa u okviru Vijeća Europe u Strasbourgu (Francuska) i Antalyi (Turska). Bio je suradnika na znanstvenim projektima Nove obrazovne tehnologije i cjeloživotno obrazovanje (2006. – 2013.) i School for Net-generation: Internal Reform of Primary and Secondary School Education (2014. – 2017.). Radi kao član redakcije znanstvenog časopisa Hrvatski časopis za odgoj i obrazovanje. Znanstveni interesi su mu u području medijske didaktike, istraživanjima kurikuluma, obrazovne neuroznanosti te metodologije istraživanja odgoja i obrazovanja. Objavio je više znanstvenih radova, a ovdje su navedeni radovi koji su vezani uz temu ovog rada: 1. Topolovčan, T. i Matijević, M. (2017). Critical thinking as a dimension of constructivist learning: Some of the characteristics of students of lower secondary education in Croatia. Center for Educational Policy Studies Journal, 7(3), 47-66. 2. Mesić, M. i Topolovčan, T. (2017). Cjeloživotno učenje učitelja u digitalnom dobu: uloga društvenih mreža i ciljnih orijentacija u poslu. Andragški glasnik, 20(1-2), 59-83. 3. Velički, D., Dumačić, M. i Topolovčan, T. (2017). The net-generation, the Internet, and political communication and participation. Croatian Journal of Education, 19(1), 237- 266. 4. Topolovčan, T., Rajić, V. i Matijević, M. (2017). Konstruktivistička nastava: teorija i empirijska istraživanja: Zagreb: Učiteljski fakultet Sveučilišta u Zagrebu. 5. Matijević, M. i Topolovčan, T. (2019). Informal learning among teenagers through video games: A qualitative analysis of experience, game modes and didactic benefits. Journal of Elementary Education, 12(1), 1-26. SAŽETAK Slobodno vrijeme, zajedno sa korištenjem društvenih mreža kao jednim od svojih imanentnih elemenata, može imati značajnu ulogu u kvaliteti života. Stoga je cilj istraživanja bio ispitati obilježja i prediktorsku ulogu slobodnog vremena i upotrebe društvenih mreža u kvaliteti života učenika višeg sekundarnog obrazovanja. Istraživanje je provedeno u na uzorku učenika različitih usmjerenja (N = 594) koji žive u urbanim i ruralnim područjima Zagreba i okolice te je iz tog uzorka intervjuirano 23 učenika. Uz polustrukturirani intervju i utemeljenu teoriju, za prikupljanje podataka preuzeti su odgovarajući instrumenti koji osim demografskih podataka sadrže Skalu aktivnosti u slobodnom vremenu, Skalu stavova o društvenim mrežama i Skalu kvalitete života. Istraživanje je pokazalo da između samoprocjene kvalitete života, dobi, spola, aktivnosti u slobodnom vremenu i stavova o društvenim mrežama postoji pozitivna i statistički značajna korelacija. Najveći utjecaj na kvalitetu života imaju aktivnosti u slobodnom vremenu. Spol je statistički značajan prediktor kvalitete života učenika. Stav o društvenim mrežama nije se pokazao statistički značajnom varijablom, no sudionici kvalitativnog dijela istraživanja smatraju da društvene mreže imaju veliki utjecaj na kvalitetu života. Postoji statistički značajna povezanosti između spola i vremena dnevnog korištenja društvenih mreža. Rezultati istraživanja doprinose teorijskom (re)definiranju kvalitete života kao složene kategorije koja je determinirana objektivnim i subjektivnim okolnostima u kojima učenici žive i aktivnostima kojima se bave. Ključne riječi: društvene mreže, kvaliteta života, slobodno vrijeme, učenici višeg sekundarnog obrazovanja ABSTRACT (STRUCTURED) The title of this thesis contains terms whose importance and complexity necessitated their critical interpretation and analysis of their theoretical sources. This has been accompanied by an empirical study. Leisure time is not a homogenous behavioural category and there is little consistency in its categorization and definition (Godbey, 2003; Previšić, 2000). However, despite the lack of precision in these numerous definitions, they all concur that the term ‘leisure time’ indicates the time that remains after all obligations have been completed, and that there are various options for spending that time and various influences affecting how it is spent. During our leisure time we engage in activities that we choose ourselves, which are optional, and exclude time spent in school, time spent doing household chores and time spent at work (Byrne, Nixon, Mayock and Whyte, 2006; Previšić, 2000). The features of leisure time and characteristics of adolescents imply their manifold mutual interactions, and for this reason leisure time as an everyday phenomenon is often examined through its correlation with adolescents (Ilišin, 2007). The importance of leisure time for the development of children and adolescents is becoming increasingly evident due to the possibilities for socialization and interactions offered by leisure-time activities. More than any other age group, young people are susceptible to trends (Roberts, 1997), and thus they rapidly accepted the Internet and online social networks and integrated them into all segments of their lives, which also implies the majority of their leisure time. This modern- day phenomenon has changed the mode of communication within all factors of socialization, and the entire culture of leisure activities (Tapscott, 2008). The quality of life of adolescent population is a very complex phenomenon, which can be analysed from various points of view. It consists of numerous and diverse specific features that pertain to various fields of life. The quality of life is determined by certain external factors (economical, physical, environmental, safety-related), the community’s social organization, affiliation with a social group, and a number of other circumstances (Bouillet, 2006). Current research into the quality of life encompasses a wide range of disciplines, such as psychology, sociology, economics, politics, marketing, physical planning and medical sciences, but there is still no consensus regarding its precise pedagogical definition. Research into adolescents’ leisure time and their quality of life carried out to date has demonstrated that leisure time has crucial importance for the development of young people, who construct their own identities (Larsen, McGraw and Cacioppo, 2001) and their own life styles (Caldwell, Baldwin, Walls and Smith, 2004) in their leisure time, sometimes going beyond the boundaries of conventional society. From this it follows that leisure time is vital to the
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