<p>U savremenoj pedagoškoj literaturi, razlike u obrazovnom postignuću učenika se, veoma<br />retko, proučavaju iz perspektive učenika što je, verovatno, jedan od bitnih razloga za<br />kontinuiranu egzistenciju kategorije „neuspešan učenik”. Cilj našeg istraživanja bio je da<br />se problem školskog neuspeha razmotri iz perspektive učenika koji su pozicionirani kao<br />neuspešni. Umesto mnogobrojnih pretpostavki istraživača o tome zašto su neki učenici<br />neuspešni, u istraživanju smo pošlli 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 />„značajni drugi”. U istraživanju su primenjene kvantitativne i kvalitativne tehnike<br />procene konstruisanja. Konkretnije, primenjena je metodološka 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 škole koji su u toku školske godine ili na kraju kvalifikacionih<br />perioda imali negativne ocene iz tri i više predmeta. Na osnovu analize rezultata moguće<br />je zaključiti da se način na koji učenici definišu „školski neuspeh” razlikuje od definicija<br />u udžbenicima pedagogije i pedagoške psihologije. Nalazi pokazuju da je učenicima<br />najvažnije da „drugi” shvate da oni nisu imanentno glupi i stoga neuspešni u školi. Kao<br />najčešće razloge školskog 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 nipošto ne bi želeli da<br />budu, što ukazuje na naglašeno veću prediktivnu jasnoću onog što predstavlja nepoželjnu<br />stranu njihovog identiteta, i što je za nijansu jasnije od idealizovane i željene predstave o<br />onome što bi oni želeli da budu. Učenici nipošto ne bi želeli da budu – neuspešni đaci,<br />kampanjci, bezvoljni, lenji, neodgovorni, odbačeni, nepravedni, nesigurni, nedosledni,<br />nesposobni, nesamostalni u učenju, neobrazovani, naivni i neposlušni. Štaviše, oni bi<br />želeli da budu uspešni 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’s perspective, which is, probably, one of significant reasons for the<br />continuous existence of the category „underachiever”. 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 „significant others”. 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 „school underachievement” 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 „others” 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 – 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>
| Identifer | oai:union.ndltd.org:uns.ac.rs/oai:CRISUNS:(BISIS)73911 |
| Date | 17 December 2009 |
| Creators | Gutvajn Nikoleta |
| Contributors | Knežević-Florić Olivera, Klemenović Jasmina, Spasenović Vera |
| Publisher | Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, University of Novi Sad, Faculty of Philosophy at Novi Sad |
| Source Sets | University of Novi Sad |
| Language | Serbian |
| Detected Language | Unknown |
| Type | PhD thesis |
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