Work object: Relationships among social support, study motivation and adaptation at school. Actuality of the work: Students, who have psychological, educational, social and economic problems, often leave the school. There is friendly climate made for promoting progressive learning, as well as for versatile development of personality in the managed social environment. Slower development of their psychological and physical maturity may become the reason for their decreasing study motivation in the unfavourable social environment. We try to analyze relationships between social support and study motivation in this work, as that has been almost unstudied in Lithuania. We also try to review relationships between the indicators of adaptation and emotional state, that influent social support and study motivation. Answers to such questions could help to draw the attention to the importance of social support and emotional state in increasing of study motivation, and would allow extending psychological support to the students of gymnasiums, who have problems of adaptation at school. Goal of study: Analyze the relationships among social support, study motivation and adaptation at school among the students of I and III grades of gymnasium. Tasks of study: 1. Analyze the evaluations of social support at school among the students of I and III grades of gymnasium. 2. Evaluate the study motivation of the students of I and III grades of gymnasium. 3. Determine of the students of I and III... [to full text]

Darbo objektas – 5 ir 8 klasių mokinių mokyklinio nerimo, adaptacijos mokykloje ir mokinių emocinės būklės sąsajos. Darbo aktualumas Mokykloje kiekvienas mokinys pereina kelis vystymosi ir adaptacijos etapus. Vienas iš ryškiausių etapų prasideda, kai mokinys, baigęs pradinę mokyklą, pradeda lankyti penktą klasę ir susiduria su daugeliu jam nežinomų socialinių ir asmeninių problemų: dalykinė mokymo sistema, daug dalykų mokytojų, pereinama į kabinetinę sistemą ir vaikas praranda nuolatinę mokymosi vietą - klasę, prie kurios buvo pripratęs, prasideda pasiekimų vertinimas pažymiais, dažnai keičiama mokykla, klasė, keičiasi klasės draugai, sunkiai išgyvenamas atsisveikinimas su pirmuoju mokytoju. Mokinio adaptaciją 5 klasėje apsunkina ir tai, kad prasideda ankstyvasis paauglystės periodas. Adaptacija mokykloje tęsiasi visą mokymosi joje laikotarpį. Ne tik penktoje, bet ir vyresnėse klasėse keičiasi dėstantys mokytojai, mokymo programa, mokinio asmenybė. Mokiniai dėl šių procesų jaučia įtampą, išgyvena nesaugumo, nepasitikėjimo, nevilties ir nerimo būsenas. Nauja socialinė aplinka pateikia vaikui ypatingų reikalavimų, kurie nevienodai atitinka individualius jo gebėjimus ir polinkius. Visa tai labai apsunkina ir pailgina adaptacijos mokykloje eigą, prasideda mokyklinio nerimo sunkumai, kai kurie mokiniai pradeda jausti emocinės būklės pablogėjimą. Mūsų darbe kompleksiškai analizuojama mokyklinio nerimo, adaptacijos mokykloje ir emocinės būklės raiška ir šių procesų tarpusavio... [toliau žr. visą tekstą] / Work object: connection of the school anxiety, adaptation at school and emotional state of the students of the 5th and 8th forms. Actuality of the work: at school every student has several stages of development and adaptation. One of the most specific stages starts when a pupil finishes primary school and starts attending the 5th form, and he/she is confronted with a variety of unknown for him social and personal problems, such as: subject teaching system, a lot of teachers of different subjects; classroom system, because of which a child has lost his/her permanent studying place - a classroom, to which he/she got used; in addition, a new evaluation system - evaluation by marks has started; the school, the class, the classmates are often changed; it is difficult to part with the first teacher. The beginning of the early adolescence makes the situation for pupils of the 5th form more complicated. Adaptation at school lasts during the whole period of studying. Teachers, school curriculum, student's personality are changing not only in the 5th form but in the upper forms. For these reasons students feel tension, he/she can also be in the state of unsafety, distrust, desperation and anxiety. The child is made special demands by specific social surroundings, which not equally match with his/her individual abilities and likes. All these reasons complicate and lengthen the students' adaptational period, difficulties of the school anxiety are starting at this moment, and some of... [to full text]

Made available in DSpace on 2016-04-27T16:34:02Z (GMT). No. of bitstreams: 1 Paula de Castro Escanuela.pdf: 504933 bytes, checksum: d2d2ec8960b18e856184e2d743671eb0 (MD5) Previous issue date: 2009-10-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / To search the formal process of adaptation at school of adolescent-students those are judicially distinctive qualified as offenders and ordered to the educativesocial step fulfillment in open way - Community Services Repayment (PSC) and Attended Freedom (LA) - prescribed by the Federal Law nº 8069 of July 13th of 1990 institutes the Adolescent and Child Statute (ECA) that implied in the needs to set up the searches beyond of the school borders and carrying an attentive reading about the proper (ECA) such as in respect to its basic principles, applicability, beyond the transformations and social impacts came from its implementation, in order to understand what is the school function in the face to the educative-social step process that offenders adolescent are submitted. The struggle about (ECA) will be retaken in the analytical description of the data gotten through half-structuralized research made to pedagogical coordinators and teacher in two public schools - one municipal and other one state - located in a city from Sao Paulo State and also to subsidiary data came from Judicial process studding about the students in (PSC) and (LA), as well as the Youth and Childhood Judge statement and professionals responsible for the educative-social step accompaniment related. The indicating elements of the relations that schools establish to students in (PSC) and (LA) are analyzed from the critical theoretical reference of those authors Adorno, Horkheimer and Marcuse to the objective of verify how the formal process of adaptation at school of the adolescent in question not only corroborates for guarantee their social right but also to recovering or readjustment them to the society / Investigar o processo de escolarização formal de alunos/adolescentes judicialmente tipificados como infratores e determinados ao cumprimento das medidas sócio-educativas em meio aberto Prestação de Serviços à Comunidade PSC e Liberdade Assistida LA prescritas pela Lei nº 8069 de 13 de julho de 1990, que institui o Estatuto da Criança e do Adolescente implicou na necessidade de situar a investigação para além das fronteiras da escola e realizar uma atenta leitura sobre o próprio ECA, tanto no que concerne aos seus princípios fundamentais, sua aplicabilidade, além das transformações e impactos sociais advindos de sua implementação, a fim de entendermos qual a função da escola diante do processo sócio-educativo a que são submetidos adolescentes infratores. A discussão sobre o ECA foi retomada na descrição analítica dos dados obtidos através de entrevistas semi-estruturadas realizadas com professores e coordenadores pedagógicas de duas escolas públicas uma municipal e uma estadual - localizadas em uma cidade do interior paulista e ainda de dados subsidiários oriundos da leitura dos processos judiciais dos alunos em PSC e LA, bem como do depoimento do juiz da infância e juventude e dos profissionais responsáveis pelo acompanhamento das referidas medidas sócio-educativas. Os elementos indicadores das relações que as escolas estabeleceram com os alunos em PSC e LA foram analisados a partir do referencial teórico crítico dos autores Adorno, Horkheimer e Marcuse com o propósito de verificar se a escolarização do adolescente em questão corroborou não somente para garantia de um direito social mas para sua reinserção ou readaptação à sociedade