{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-NF3N8Y80/bfb71a5a-1d87-4053-b7fe-d2a8fe63ebee/PDF","dcterms:extent":"227 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-NF3N8Y80/6461858a-39c7-49d0-9e72-681668761c36/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2020","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2020"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-NF3N8Y80","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2007","dc:creator":["Kavčič, Tina","Zupančič, Maja"],"dc:format":[{"@xml:lang":"sl","#text":"letnik:18"},{"@xml:lang":"sl","#text":"številka:5/6"},{"@xml:lang":"sl","#text":"str. 141-170"}],"dc:identifier":["ISSN:1581-6036","COBISSID:36147298","URN:URN:NBN:SI:doc-NF3N8Y80"],"dc:language":"sl","dc:publisher":[{"@xml:lang":"sl","#text":"Pedagoški inštitut"},{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"}],"dc:subject":[{"@xml:lang":"sl","#text":"družinsko okolje"},{"@xml:lang":"sl","#text":"intelektualne sposobnosti"},{"@xml:lang":"sl","#text":"pedagoška psihologija"},{"@xml:lang":"sl","#text":"razvojna psihologija"},{"@xml:lang":"sl","#text":"učenci"},{"@xml:lang":"sl","#text":"učna uspešnost"},{"@xml:lang":"sl","#text":"začetni pouk"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Vzdolžna in sočasna napoved učnih dosežkov pri prvošolcih|"},"dc:description":[{"@xml:lang":"sl","#text":"A study was performed to investigate the role of personality, non-verbal cognitive ability, home environment and attendance of pre-school as contemporaneous and longitudinal predictors of academic achievement in first graders. A sample of children attending preschools from age 1 to 3 was followed-up over the pre-school years. When they started primary schooling the sample was extended by a group of children not attending pre-school prior to school entry. The children's personality characteristics at ages 3, 4, 5 and 6 were rated by mothers, fathers and teachers. Except at age 3, the children's non-verbal ability was assessed and the parents provided self-report on their parental practices when the children were 3 and 6 years old. At the end of the first grade teachers evaluated children's attainment ofperformance standards in Slovene, Mathematics, and Environmental Education. Results from stepwise regression analyses revealed that the attainment of performance standards in the three school subjects was contemporaneously and longitudinally best predicted by children's non-verbal ability and conscientiousness-openness as perceived by the teachers. Parenting practices, parental education and pre-school attendance did not add significantly to the prediction of performance standards, over and above the contribution of child ability and teacher-rated child personality"},{"@xml:lang":"sl","#text":"V raziskavi sva preučevali vlogo osebnosti, nebesednih spoznavnih sposobnosti, družinskega okolja in obiskovanja vrtca v sočasni in vzdolžni napovedi učnih dosežkov pri prvošolcih. Vzorec otrok, ki so se vključili v vrtec med 1. in 3. letom, sva spremljali v predšolskem obdobju. Ko so se všolali, sva vzorec razširili s skupino prvošolcev, ki pred vstopom v šolo niso obiskovali vrtca. Osebnostne značilnosti otrok, ko so bili stari 3, 4, 5 in 6 let, so ocenili njihove mame, očeti in vzgojiteljice v vrtcu/šoli. Razen pri triletnikih, sva pri istih otrocih ob vseh naslednjih meritvah pridobili podatke o njihovih nebesednih spoznavnih sposobnostih. Starši otrok so podali samooceno o značilnostih svojega starševstva, ko so bili otroci stari 3 in 6 let. Ob zaključku prvega šolskega leta so učiteljice ocenile, v kolikšni meri so prvošolci dosegli standarde znanja pri slovenščini, matematiki in spoznavanju okolja. Rezultati hierarhičnih regresijskih analiz so pokazali, da otrokove učne dosežke pri treh predmetih sočasno in vzdolžno najbolje napovedujejo njegove nebesedne spoznavne sposobnosti in ocena njegove vestnosti-odprtosti v vrtcu/ šoli. Značilnosti starševstva, raven starševe izobrazbe in otrokovo obiskovanje vrtca niso pomembno prispevali k napovedi učnih dosežkov prvošolcev, poleg prispevka, ki sva ga pojasnili z otrokovimi sposobnostmi in oceno njegove osebnosti v izobraževalnem kontekstu"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-NF3N8Y80","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-NF3N8Y80"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-NF3N8Y80/bfb71a5a-1d87-4053-b7fe-d2a8fe63ebee/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-NF3N8Y80/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-NF3N8Y80"}}}}