{"?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-OQDGDQAZ/f9fc0e44-588e-499d-8f1d-f360e170cb51/HTML","dcterms:extent":"70 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-OQDGDQAZ/cc4f731b-607d-4723-b8b8-f0698f820543/PDF","dcterms:extent":"332 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-OQDGDQAZ/19b577d2-e803-4d88-a85e-8e91f1f759db/TEXT","dcterms:extent":"62 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-OQDGDQAZ","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2011","dc:creator":"Vidmar, Maša","dc:format":[{"@xml:lang":"sl","#text":"številka:1/2"},{"@xml:lang":"sl","#text":"letnik:22"},{"@xml:lang":"sl","#text":"str. 31-54, 260-261"}],"dc:identifier":["ISSN:1581-6036","COBISSID:2263895","URN:URN:NBN:SI:doc-OQDGDQAZ"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"dc:subject":[{"@xml:lang":"en","#text":"academic achievement"},{"@xml:lang":"en","#text":"elementary school"},{"@xml:lang":"sl","#text":"matematika"},{"@xml:lang":"en","#text":"mathematics"},{"@xml:lang":"sl","#text":"osnovne šole"},{"@xml:lang":"en","#text":"Slovene"},{"@xml:lang":"en","#text":"Slovenian"},{"@xml:lang":"sl","#text":"slovenščina"},{"@xml:lang":"en","#text":"social competence"},{"@xml:lang":"en","#text":"social studies/science"},{"@xml:lang":"sl","#text":"socialna kompetentnost"},{"@xml:lang":"sl","#text":"spoznavanje okolja"},{"@xml:lang":"en","#text":"structural equation modeling"},{"@xml:lang":"sl","#text":"strukturno modeliranje"},{"@xml:lang":"sl","#text":"učna uspešnost"},{"@xml:lang":"sl","#text":"začetni pouk"},{"@rdf:resource":"http://www.wikidata.org/entity/Q9842"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Socialna kompetentnost in učna uspešnost v prvih razredih osnovne šole|"},"dc:description":[{"@xml:lang":"sl","#text":"This longitudinal study investigated the relationship of children's social competence to their academic achievement and vice versa in the fi rst (measure2 M2; N = 325) and second (M4; N = 323) grades of elementary school. Children's teachers assessed social competence at the end of first andsecond grade by completing The Social Competence and Behavior Evaluation Scale (La- Freniere et al., 2001). Children's homeroom teachers assessed academic achievement by evaluating children's attainment of performance standards in Slovenian, mathematics, and social studies/science at M2 (Zupančič, 2006) and M4 (Vidmar in Zupančič, 2007). Structural equation modeling showed support for the reciprocal model of the relationship between academic achievement and social competence; more socially competent first-graders had better academic attainment when they became second-graders (in comparison to less socially competent first-graders) and vice versa: children with higher academic achievement in first grade were described as more socially competent in second grade (compared to first-graders with lower academic achievement). The coefficients of the cross-lagged paths were small in size. Social competence and academic achievement demonstrated high temporal stability and also significant within-time correlations (with the correlation at M2 being higher than the correlation at M4). Maternal education level was included in the reciprocal model as a covariate; the paths to academic achievement and social competence were signifi cant, and other coefficients in this model (i.e. loadings, correlations, and autoregressive and cross-lagged coefficients) remained practically the same as in the model without maternal education level"},{"@xml:lang":"sl","#text":"V vzdolžni raziskavi smo spremljali skupino učencev in ugotavljali odnos med otrokovo socialno kompetentnostjo in njegovo učno uspešnostjo v prvih dveh razredih osnovne šole. Socialno kompetentnost otrok so ob koncu prvega razreda(merjenje 2 - M2; N = 325) ocenile vzgojiteljice, ob koncu drugega razreda (M4; N = 323) pa učiteljice (bodisi učiteljice v podaljšanem bivanju/jutranjem varstvu bodisi razredničarke), in sicer s pomočjo Vprašalnika o socialnem vedenju (LaFreniere idr., 2001). Učno uspešnost otrok so pri M2 in M4 ocenile razredničarke s pomočjo Predlog za oceno doseženih standardov znanja v 1. razredu (Zupančič, 2006) oziroma v 2. razredu (Vidmar in Zupančič, 2007), in sicer posebej za predmete slovenščina, matematika in spoznavanje okolja. S strukturnim modeliranjem smo podprli vzajemni model odnosa med učno uspešnostjo in socialno kompetentnostjo; socialno bolj kompetentni prvošolci so bili učno uspešnejši drugošolci (glede na socialno manj kompetentne prvošolce) ter obratno - učno uspešnejše prvošolce so učiteljice v drugem razredu opisovale kot bolj socialno kompetentne (glede na učno manj uspešne prvošolce). Oba koefi cienta navzkrižnih poti sta bila nizka. Obravnavana konstrukta sta bila visoko stabilna, med njima je obstajala pomembna sočasna povezava, vendar je bila ta nižja v drugem kot v prvem razredu. V vzajemni model smo vključili tudi izobrazbo mame; ta je pomembno prispevala k učni uspešnosti in socialni kompetentnosti, ostali koeficienti v modelu z izobrazbo mame (nasičenosti, korelacije, avtoregresijske poti in poti navzkrižnega zamika) so bili praktično enaki kot v modelu brez izobrazbe mame"}],"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-OQDGDQAZ","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-OQDGDQAZ"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-OQDGDQAZ/cc4f731b-607d-4723-b8b8-f0698f820543/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-OQDGDQAZ/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-OQDGDQAZ"}}}}