Prema teoriji rješavanja sukoba, u školi, kao odgojno-obrazovnoj instituciji, mogući su sustavni utjecaji na konstruktivna socijalna ponašanja i kvalitetne izbore. Cilj rada bio je utvrditi povezanost između kreativnog potencijala učenika razredne nastave i njihovih obrazaca ponašanja u sukobima u školi. Učenici razredne nastave (N=73; 55.1% djevojčica) sudjelovali su u istraživanju rješavanjem testa potencijalne socijalne kreativnosti EPoC-SOC. Tri obrasca učeničkih ponašanja (pobjeđivanje, izbjegavanje i suradnja) procjenjivale su njihove učiteljice i učitelji (N=16; 38-60 godina; 96% žene). Nestandardizirani rezultati korišteni su za procjenu divergentno-eksplorativnog mišljenja kao i konvergentno-integrativnog mišljenja u zadacima s dijadnim socijalnim odnosima i u grupnim zadacima. Korelacijskom analizom utvrđena je samo statistički značajna negativna povezanost obrasca izbjegavanja s postignućem na zadacima konvergentno-integrativne socijalne kreativnosti. Dobiveni rezultati sugeriraju potrebu za daljnjim istraživanjima povezanosti učenikove socijalne kompetentnosti i ponašanja u sukobima.
U radu se ispituje razrednikova procjena pojavnosti simptoma deficita pažnje, impulzivnosti i hiperaktivnosti povezanih s ADHD poremećajem kod učenika osnovnih škola, obilježja razrednika i učenika te relacije navedenih varijabli. Razrednici su procjenjivali 242 učenika u 26 osnovnih škola podjednako iz četiri županije Republike Hrvatske kod kojih su otkrili četiri i više simptoma nepažnje. Korištene su dvije ljestvice: Ček lista Merrell i Tymms te 2 dimenzije Vanderbiltove ljestvice: nepažnja i impulzivnost/hiperaktivnost. Korelacijskim analizama utvrđena je povezanost obilježja razrednika (veći broj tjednih sati poučavanja i viša razina procijenjene potrebe za dodatnom pomoći u učenju i/ili podršku u ponašanju) s ispitivanim dimenzijama. Nadalje, razrednikova samoprocjena niže razine zadovoljstva odnosom s učenikom povezana je s višom razinom prisutnosti hiperaktivnosti i impulzivnosti. Također, viši školski uspjeh i materijalni status roditelja učenika povezani su s višom procjenom pojavnosti simptoma nepažnje i impulzivnosti-hiperaktivnosti. Niži akademski uspjeh učenika povezan je s višom razinom razrednikove procjene pojavnosti nepažnje, a viši školski uspjeh s višom razinom pojavnosti impulzivnosti-hiperaktivnosti. Viša razina potrebe za dodatnom pomoći u učenju povezana je s višom razinom pojavnosti nepažnje, dok je potreba za dodatnom pomoći u regulaciji ponašanja povezana sa sva tri simptoma. / The paper examines teachers' assessment of the symptoms of attention deficit, impulsivity and hyperactivity related to ADHD among elementary school students, the characteristics of class teachers and students and the relationship between them. Class teachers evaluated 242 students of all grades from 26 elementary schools evenly spread across four counties of the Republic of Croatia, in whom they detected four or more symptoms of inattention. Two scales were used: Checklist (Merrell and Tymms) and two dimensions of the Vanderbilt scale: inattention and impulsivity/hyperactivity. The correlation between class teacher characteristics (a greater number of weekly teaching hours and a higher level of assessed need for additional help in students' learning and/or supporting behaviour problems) and the investigated dimensions was established by a correlation analysis. Furthermore, a lower degree of the self-assessed relationship with the student is associated with a higher level of hyperactivity/impulsivity incidence. Also, the school's academic achievement and material status of the students' parents are related to the higher estimation of symptoms of inattention and impulsivityhyperactivity. The students' lower academic achievement is associated with a higher level of the teachers' assessment of inattention, and higher academic achievement with a higher level of impulsivity-hyperactivity symptoms. The need for additional help in students' learning has been associated with the increased levels of inattention, while the need for additional help in supporting behaviour is associated with all three symptoms.
Risk behaviours at preschool age are among the strongest predictors for later behavioural problems. Preschool age is therefore crucial for prevention and early intervention. In this context, kindergartens are particularly important, and competent preschool teachers implementing numerous activities with children, including those exhibiting risky behaviours, are an important element of protection. The paper reports on the results of a qualitative analysis of focus groups consisting of preschool teachers from the kindergarten Rijeka, who shared their views of competences and strategies for working with such children, as well as of the difficulties arising on a daily basis in the work with children engaging in risk behaviours. Thematic analysis according to Clarke and Braun (2013) has been applied for this purpose, highlighting three topics: »Factors contributing to appropriately addressing risk behaviours in children«, »Factors contributing to ineffectively addressing risk behaviours in children«, and »Recommendations for improving work with children engaging in risky behaviour«. There is a need for the implementation of prevention and early intervention programmes in kindergartens as well as for providing systematic and expert support to preschool teachers in their work with children engaging in risky behaviour.
Teachers are key actors in promoting inclusion primarily because of their readiness to accept students with disabilities, and the resulting engagement between student and teacher can strongly influence whether inclusion is successful. The present study explored whether demographic and professional characteristics of vocational school teachers influence their attitudes towards inclusion of students with intellectual disability, specific learning disabilities, behavioral problems and attention deficit hyperactivity disorder. The following data were collected on 568 teachers (33% male, M = 45 yr) from 25 vocational schools in Zagreb, Croatia: gender, age, qualifications, subject area, overall work experience, work experience with students with disabilities, and self-reported difficulties working with students with disabilities. The occurrence of these factors was analyzed relative to the following four outcomes: teacher’s need for professional assistance in achieving inclusion, pessimistic attitude of the teacher about likelihood of successful inclusion, self-perceived competence in achieving educational inclusion, and problems in collaborating with parents. The results suggest that certain demographic and professional factors in teachers are associated with their attitudes towards inclusion of students with disability. Further research is needed on this issue, which should ultimately lead to the design of lifelong-learning interventions that nurture in teachers greater eagerness to work with students with disability.
Oslanjajući se na prethodna istraživanja hijerarhije vrednota i zastupljenosti vrijednosnih orijentacija adolescenata, postavili smo dva cilja istraživanja: (1) utvrditi vrijednosne orijentacije reprezentativne podgrupe srednjoškolaca srednjih stručnih škola Primorsko-goranske regije i (2) dati doprinos istraživanju faktorske strukture i pouzdanosti Skale vrijednosnih orijentacija (Franc i sur., 2002.) na takvu uzorku. Na stratificiranom su grupnom uzorku od 760 učenika (M=17,5 godina; SD=1,22; 41,2% učenica) u deset škola prikupljeni podaci te je eksploratornim metodama provjerena komponentna i faktorska struktura skale, pouzdanost skale i utvrđena hijerarhija vrijednosti i vrijednosnih orijentacija. Rezultati upućuju na to da se komponentna struktura upitnika primijenjenog na učenike strukovnih škola znatno razlikuje od strukture koje su na reprezentativnim uzorcima učenika svih srednjih škola utvrdili autori skale. Faktorskom analizom izdvojena su dva značajna faktora: (1) samoostvarujuća i konvencionalna vrijednosna orijentacija i (2) hedonistička vrijednosna orijentacija. Na vrhu hijerarhije vrijednosti učenika jesu ljubav, skladan život, obitelj, prijatelji i bliski prijateljski odnosi. Implicirana je potreba dogradnje i rekonstrukcije ovog upitnika u primjeni u stručnim srednjim školama.Ključne riječi: vrijednosne orijentacije, učenici strukovnih škola Nataša Vlah, Dječji vrtić Rijeka, Dolac 3,
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