Pradinių klasių mokinių kompleksinių adaptacijos problemų tipologija

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Pradinių klasių mokinių kompleksinių adaptacijos problemų tipologija
Alternative Title:
Tipology of complex adaptation problems among primary school children
In the Journal:
Ugdymo psichologija. 2006, Nr. 16, p. 7-13
Keywords:
LT
Adaptacija; Adaptacija mokykloje; Mokiniai; Pradinė mokykla; Pradinės mokyklos mokiniai; Tipologija; Vidinė darna.
EN
Primary schoo children; Primary school children; School adaptation; Tipology.
Summary / Abstract:

LTStraipsnyje nagrinėjamos jaunesniojo mokyklinio amžiaus mokinių kompleksinės adaptacijos mokykloje problemos, susijusios su mokinių mokymosi rezultatais, psichologine savijauta mokykloje, populiarumu tarp bendraamžių, vidine dama, saviverte, mokykliniu nerimu, mokymosi motyvacija. Yra išskiriami keturi skirtingos adaptacijos tipai, nagrinėjama dviem dezadaptacijos tipams būdinga vidinės damos struktūra bei berniukų ir mergaičių adaptacijos ypatumai. [Iš leidinio]

ENThe goal of this investigation was to analyse types of school adaptation among primary school children. Personal (sense of coherence, self-esteem, learning motivation, tests anxiety), interpersonal (relations with peers) characteristics and level of academic achievement were taken into account. Sense of Coherence Scale by Antonovsky (1995) modified by Margalit (1995a) for children, Semantic Differential Type Scales for Self-Esteem and Psychological Well-being in school (Beresnevičienė, 1995), Learning Motivation Scale (Zambacevičienė, Janulytė, 1998), Test Anxiety Scale for Children (Sarason Feld, Levis, by Augis, 1984), Peer Ratings (Sociometric Assessment) by Coie and Dodge (1983) procedure were used as evaluational tools. Information about academic achievement was got from teachers. 366 third and fourth grade children (187 boys, 179 girls) participated in the survey. Cluster analysis showed that primary school boys had more adaptation problems related with low learning motivation and negative attitude to surrounding world in comparison with girls. It was found that children with low level of SOC had more school adaptation problems (low academic achievement, peer rejection) than children with high level of SOC. Analysis of SOC structure showed that children with high self-trust and high life interest but low interpersonal trust and low acceptance of environmental demands had most school adaptation problems. [From the publication]

ISSN:
1392-639X
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https://www.lituanistika.lt/content/39968
Updated:
2018-12-17 11:55:54
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