Šeimos mikroklimatas kaip moksleivių mokymosi motyvacijos veiksnys

LTStraipsnyje nagrinėjamas šeimos mikroklimatas kaip moksleivių mokymosi motyvacijos veiksnys ir siekiama atskleisti vaikų nenoro mokytis bei šeimos mikroklimato ryšį. Tyrimui buvo pasirinkti 438 pradinių klasių mokiniai: 277 berniukai ir 161 mergaitė. Spręsdami apie šeimos mikroklimatą pagal tai, kaip vaikas jaučiasi šeimoje, priėjome išvadą, jog nenoro mokytis reiškinys tiesiogiai siejasi su šeimos mikroklimatu: nenoras mokytis ryškesnis tuomet, kai šeimoje prastas mikroklimatas. Šiose šeimose vaikai blogai jaučiasi, čia prastai tenkinami jų poreikiai, kai kurie vaikai netgi bėga iš namų. Nepatenkinti žemesnieji poreikiai neleidžia prasiveržti aukštesniesiems, ir tai daro neigiamą įtaką moksleivių mokymuisi bei mokymosi motyvacijai. [Iš leidinio]Reikšminiai žodžiai: Nenoras mokytis; Šeimos mikroklimatas; Unwillingness to learn; Family microclimate.

ENFamily microclimate makes very large influence on the growing up children. Cordiality in relationship among family members, psychological and pedagogical harmony creates favorable conditions for personality development. The disorder and dissonance in family microclimate becomes especially serious reason in development of negative personality of the child. The negative development manifests itself in the character peculiarities, behavior and learning motivation. The analysis of family microclimate enables us to make a statement that the family microclimate is worse in families where children don't want to learn. These families are distinguished in conflicts mostly arising because of parents' alcohol abuse, shortage of money and children's bad behavior, etc. Judging about family microclimate by children's feeling in their families it is also possible to affirm that expression in unwillingness to learn has causal relationship with family relationship: the worse is the feeling of the child in the family and the more often he runs away from home where his basic needs can not be satisfied the higher is the degree of his unwillingness to learn. Unsatisfied lower needs prevent from breaking out his higher needs which makes negative effect on children's studies and their learning motivation. Resting upon results of the research it is possible to make a statement that there is a direct connection between children's unwillingness to learn and bad microclimate in their families i.e.: bad microclimate in the family is the reason of unwillingness to learn and the worse microclimate prevails the stronger is the expression of unwillingness to learn. [From the publication]