Atribucije školskog uspjeha i neuspjeha učenika s teškoćama iz perspektive njihovih pomoćnika u nastavi

master's thesis

• Title (english): Causal attributions of school success and failure of students with disabilities from their Learning support assistants’ perspective
• Author: Eva Horvat
• Mentor: Nina Pavlin-Bernardić (mentor)
• Committee member: Aleksandra Huić (predsjednik povjerenstva)
• Committee member: Ena Uzelac (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Psychology); Zagreb
• Defense date and country: 2024-05-20, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Pomoćnici u nastavi izravno su uključeni u obrazovni proces učenika s različitim teškoćama, i kao takvi, uz učitelje, imaju značajnu ulogu u podupiranju, usmjeravanju i pružanju podrške učenicima s teškoćama u izvršavanju školskih obaveza. Cilj ovog istraživanja bio je ispitati kojim uzrocima pomoćnici u nastavi pripisuju ostvarivanje školskog uspjeha i neuspjeha učenika kojima su dodijeljeni i provjeriti doživljavaju li pomoćnici u nastavi emocije povezane s različitim stvorenim atribucijama. Sudionici u ovom istraživanju bili su pomoćnici u nastavi koji rade s učenicima u osnovnim školama, diljem Republike Hrvatske. Sveukupno je sudjelovalo 248 pomoćnika u nastavi, od kojih su u daljnju obradu podataka uzeti rezultati njih 245. Sudionici su ispunili online upitnik u trajanju od 15-ak minuta, kojim su se prikupljali sociodemografski podaci o sudionicima i učenicima kojima su dodijeljeni, procjene mogućih uzroka školskog uspjeha i neuspjeha te podaci o doživljavanju različitih emocija. Rezultati istraživanja pokazuju kako pomoćnici u nastavi u Republici Hrvatskoj ostvarivanje školskog neuspjeha učenika s teškoćama u najvećoj mjeri pripisuju nedovoljnom trudu učenika, a u najmanjoj mjeri nedostatnim sposobnostima učenika i nedovoljnom vlastitom trudu. S druge strane, pomoćnici u nastavi uzroke ostvarivanja školskog uspjeha učenika s teškoćama u najvećoj, i podjednakoj mjeri, pripisuju trudu koji ulažu pomoćnici u nastavi i trudu samih učenika. Rezultati također pokazuju kako pomoćnici u nastavi doživljavaju emocije povezane sa stvaranjem različitih kauzalnih atribucija, uz određene varijacije u intenzitetu doživljenih emocija.

Abstract (english)

Learning support assistants are directly involved in the education of students with various disabilities. Alongside teachers, they play a significant role in guiding and supporting students with disabilities in completing their school responsibilities. This research aimed to explore the attributions of Learning support assistants assigned to the academic success and failure of the students to whom they are assigned and to examine whether Learning support assistants experience emotions associated with the various causal attributions. The participants in this research were Learning support assistants working with students in primary schools throughout Croatia. A total of 248 Learning support assistants participated, with the results of 245 participants being analyzed. They completed a 15-minute online questionnaire, which collected sociodemographic data about the participants and the students they assist, assessments of the possible causes of students' school success and failure, and data on the experience of different emotions. The research results indicate that Learning support assistants in Croatia primarily attribute school failure of students with disabilities to the students' insufficient effort, and to the least extent they attribute school failure of students to insufficient abilities of students and inadequate effort of Learning support assistants. On the other hand, they attribute students' academic success to the greatest extent and equally to the effort invested by both Learning support assistants and the students themselves. Moreover, the results demonstrate that Learning support assistants indeed experience emotions associated with different causal attributions, with certain variations in the intensity of the experienced emotions.

• Keywords: pomoćnici u nastavi; uzroci školskog uspjeha i neuspjeha; učenici s teškoćama
• Keywords (english): Learning support assistants; attribution of school success and failure; students with disabilities
• Language: croatian
• URN:NBN: urn:nbn:hr:131:055310
• Study programme: Title: Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-05-23 16:33:49