<p>U savremenoj pedago&scaron;koj literaturi, razlike u obrazovnom postignuću učenika se, veoma<br />retko, proučavaju iz perspektive učenika &scaron;to je, verovatno, jedan od bitnih razloga za<br />kontinuiranu egzistenciju kategorije &bdquo;neuspe&scaron;an učenik&rdquo;. Cilj na&scaron;eg istraživanja bio je da<br />se problem &scaron;kolskog neuspeha razmotri iz perspektive učenika koji su pozicionirani kao<br />neuspe&scaron;ni. Umesto mnogobrojnih pretpostavki istraživača o tome za&scaron;to su neki učenici<br />neuspe&scaron;ni, u istraživanju smo po&scaron;lli od pretpostavke da su učenici ti koji imaju teorije o<br />sopstevnom obrazovnom postignuću koje proveravaju i preispituju, koje mogu, ali i ne<br />moraju da budu u skladu sa teorijama koje o njihovom obrazovnom postignuću imaju<br />&bdquo;značajni drugi&rdquo;. U istraživanju su primenjene kvantitativne i kvalitativne tehnike<br />procene konstruisanja. Konkretnije, primenjena je metodolo&scaron;ka aparatura koja se koristi u<br />teoriji ličnih konstrukata: polustrukturisani intervju, Mreža repertoara, Mreža implikacija,<br />Mreža otpornosti prema promeni i samokarakterizacija. Uzorak je činilo 60 učenika<br />trećeg razreda srednje &scaron;kole koji su u toku &scaron;kolske godine ili na kraju kvalifikacionih<br />perioda imali negativne ocene iz tri i vi&scaron;e predmeta. Na osnovu analize rezultata moguće<br />je zaključiti da se način na koji učenici defini&scaron;u &bdquo;&scaron;kolski neuspeh&rdquo; razlikuje od definicija<br />u udžbenicima pedagogije i pedago&scaron;ke psihologije. Nalazi pokazuju da je učenicima<br />najvažnije da &bdquo;drugi&rdquo; shvate da oni nisu imanentno glupi i stoga neuspe&scaron;ni u &scaron;koli. Kao<br />najče&scaron;će razloge &scaron;kolskog neuspeha učenici navode: odsustvo volje i koncentracije za<br />učenje, lenjost i neadekvatnu didaktičko-metodičku obučenost nastavnika. Nalaz koji<br />zaslužuje posebnu pažnju jeste da učenici jako dobro znaju kakvi nipo&scaron;to ne bi želeli da<br />budu, &scaron;to ukazuje na nagla&scaron;eno veću prediktivnu jasnoću onog &scaron;to predstavlja nepoželjnu<br />stranu njihovog identiteta, i &scaron;to je za nijansu jasnije od idealizovane i željene predstave o<br />onome &scaron;to bi oni želeli da budu. Učenici nipo&scaron;to ne bi želeli da budu &ndash; neuspe&scaron;ni đaci,<br />kampanjci, bezvoljni, lenji, neodgovorni, odbačeni, nepravedni, nesigurni, nedosledni,<br />nesposobni, nesamostalni u učenju, neobrazovani, naivni i neposlu&scaron;ni. &Scaron;tavi&scaron;e, oni bi<br />želeli da budu uspe&scaron;ni đaci, ali da ne moraju da uče.</p> / <p>In contemporary pedagogical literature, the differences in student academic achievement are very<br />rarely studied from student&rsquo;s perspective, which is, probably, one of significant reasons for the<br />continuous existence of the category &bdquo;underachiever&rdquo;. The goal of our research was to consider<br />the problem of school underachievement from the perspective of students who are positioned as<br />underachievers. Instead of numerous assumptions of researchers regarding the issue why certain<br />students are underachievers, the starting point for our research was the fact that students are those<br />who have theories about their own academic achievement, which they test and reconsider, and<br />which can, but do not have to be in keeping with the theories about their academic achievement<br />held by &bdquo;significant others&rdquo;. The research applies quantitative and qualitative methods for the<br />assessment of constructing. More specifically, we applied the methodological apparatus used in<br />personal construct theory: semi-structured interview, Repertory Grid, Implication grid, Resistance<br />to change grid and self-characterisation. The sample comprised 60 secondary school students<br />from the third grade, who failed three or more subjects during the school year or at the end of<br />classification periods. Based on the analysis of results, it is possible to reach the conclusion that<br />the way in which students define &bdquo;school underachievement&rdquo; is different from the definitions<br />provided in pedagogy and educational psychology textbooks. The findings indicate that the most<br />important thing to students is for &bdquo;others&rdquo; to realise that they are not immanently stupid and<br />therefore fail in school. As the most frequent reasons for school underachievement they state the<br />following: the lack of will and concentration for studying, laziness and inadequate didactic and<br />methodical training of teachers. The finding that is especially worthy of attention is that students<br />are well aware of what they do not want to be like under any circumstances, which points out to a<br />prominently higher predictive clearness of what presents the undesirable side of their identity and<br />which is one nuance clearer than the idealised and desired concept about what they would like to<br />be. Students would never want to be &ndash; underachievers, those who study unsystematically,<br />apathetic, lazy, irresponsible, rejected, unjust, insecure, inconsistent, incapable, dependent in<br />studying, uneducated, gullible and disobedient. Furthermore, they would like to be successful<br />students, but without having to study.</p>

The article analyses sorne social factors that increase the possibility of family changes that enlarge children's low achievement and failure, emotional disturbance and behavioral problems at school. Among these factors are the increased life expectancy and geographical mobility, the increased participation of women in the labor force, as well as uniparental families and poverty. It is argued that through the creation of personal development workshops with children from dysfunctional families it is possible to build supporting networks that allow for a good school performance in these children. These workshops should promote understanding of self and others, human interaction and good relationships with family members. / Este artículo analiza algunos factores sociales que han incrementado las transformaciones en la familia, aumentando el riesgo en los hijos de bajo rendimiento, desadaptación, y problemas emocionales y conductuales, los cuales pueden dar lugar al abandono de las aulas. Entre estos factores se encuentran la mayor supervivencia de los individuos, una mayor movilidad geográfica, la inclusión de la mujer en el campo laboral, así como el incremento de familias uniparentales y los niveles de pobreza. Se propone la implementación en las escuelas de mecanismos protectores para los alumnos provenientes de familias disfuncionales, utilizando para ello talleres de desarrollo personal que propicien el autoconocimiento y el de los demás, la interacción humana y la buena relación con los familiares.