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How students who failed a year at schools for primary education of adults describe their family context

Kako učenici ponovci iz škola za osnovno obrazovanje odraslih opisuju svoj porodični kontekst

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2008
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Authors
Malinić, Dušica
Lalić-Vučetić, Nataša
Komlenović, Đurđica
Article (Published version)
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Abstract
There is a firm belief that most students who do not attend regular schools, but those for adult education, are from the families with many socio-emotional problems, and particularly bad characteristics are given to families of bad students in these schools. The research has been done with the aim of collecting data about the characteristics of the family context of the students who failed the year in adult education schools with the aim of collecting characteristics of the family context of the students who failed the year, which can be connected with the school failure. The research included the following variables: educational level of parents, employment of parents, family structure and students' understanding of the family climate - interest of parents for the school work of children, observing the ways of solving problems and making decisions in families, applied pedagogical actions and reaction of parents on weal marks and failing the year, as well as educational aspiration of p...arents. Given results show that students who failed the year in the schools for adult education are in the family context which can be described as less encouraging than inappropriate. It can be concluded that this context is impossible to observe independently form other causes of failure, such as the quality of relation between students and teachers at school and the teaching process.

U praksi je ustaljeno mišljenje da većina učenika koja ne pohađa redovne škole, već škole za obrazovanje odraslih, potiče iz porodica sa nizom socioemocionalnih problema, a posebno nepovoljne karakteristike pripisuju se porodicama neuspešnih učenika u ovim školama. Istraživanje je realizovano s ciljem da se prikupe podaci o karakteristikama porodičnog konteksta učenika ponovaca iz škola za obrazovanje odraslih koje mogu biti povezane sa školskim neuspehom. Istraživanjem su obuhvaćene sledeće varijable: obrazovni nivo roditelja, zaposlenost roditelja, struktura porodice i učenički doživljaj porodične klime - zainteresovanost roditelja za školske obaveze svog deteta, opažanja načina rešavanja problema i donošenja odluka u porodici, primenjeni vaspitni postupci i reakcija roditelja na slabe ocene i ponavljanje razreda, kao i obrazovne aspiracije roditelja. Dobijeni rezultati pokazuju da ponovci iz škola za obrazovanje odraslih imaju porodični kontekst koji bi se pre mogao opisati kao manj...e podsticajan, nego nepovoljan. Može se zaključiti da je taj kontekst nemoguće posmatrati nezavisno od nekih drugih uzroka neuspeha, kao što je, između ostalog, kvalitet odnosa nastavnika i učenika u školi i nastavnom procesu.

Keywords:
adult education schools / students who failed the year / family context / škola za obrazovanje odraslih / učenici ponovci / porodični kontekst
Source:
Pedagogija, 2008, 63, 4, 684-693
Publisher:
  • Forum pedagoga Srbije i Crne Gore, Beograd
Funding / projects:
  • Education for knowledge based society (RS-149001)

ISSN: 0031-3807

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URI
http://ipir.ipisr.org.rs/handle/123456789/126
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  • Radovi istraživača / Researchers’ publications
Institution/Community
IPI
TY  - JOUR
AU  - Malinić, Dušica
AU  - Lalić-Vučetić, Nataša
AU  - Komlenović, Đurđica
PY  - 2008
UR  - http://ipir.ipisr.org.rs/handle/123456789/126
AB  - There is a firm belief that most students who do not attend regular schools, but those for adult education, are from the families with many socio-emotional problems, and particularly bad characteristics are given to families of bad students in these schools. The research has been done with the aim of collecting data about the characteristics of the family context of the students who failed the year in adult education schools with the aim of collecting characteristics of the family context of the students who failed the year, which can be connected with the school failure. The research included the following variables: educational level of parents, employment of parents, family structure and students' understanding of the family climate - interest of parents for the school work of children, observing the ways of solving problems and making decisions in families, applied pedagogical actions and reaction of parents on weal marks and failing the year, as well as educational aspiration of parents. Given results show that students who failed the year in the schools for adult education are in the family context which can be described as less encouraging than inappropriate. It can be concluded that this context is impossible to observe independently form other causes of failure, such as the quality of relation between students and teachers at school and the teaching process.
AB  - U praksi je ustaljeno mišljenje da većina učenika koja ne pohađa redovne škole, već škole za obrazovanje odraslih, potiče iz porodica sa nizom socioemocionalnih problema, a posebno nepovoljne karakteristike pripisuju se porodicama neuspešnih učenika u ovim školama. Istraživanje je realizovano s ciljem da se prikupe podaci o karakteristikama porodičnog konteksta učenika ponovaca iz škola za obrazovanje odraslih koje mogu biti povezane sa školskim neuspehom. Istraživanjem su obuhvaćene sledeće varijable: obrazovni nivo roditelja, zaposlenost roditelja, struktura porodice i učenički doživljaj porodične klime - zainteresovanost roditelja za školske obaveze svog deteta, opažanja načina rešavanja problema i donošenja odluka u porodici, primenjeni vaspitni postupci i reakcija roditelja na slabe ocene i ponavljanje razreda, kao i obrazovne aspiracije roditelja. Dobijeni rezultati pokazuju da ponovci iz škola za obrazovanje odraslih imaju porodični kontekst koji bi se pre mogao opisati kao manje podsticajan, nego nepovoljan. Može se zaključiti da je taj kontekst nemoguće posmatrati nezavisno od nekih drugih uzroka neuspeha, kao što je, između ostalog, kvalitet odnosa nastavnika i učenika u školi i nastavnom procesu.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - How students who failed a year at schools for primary education of adults describe their family context
T1  - Kako učenici ponovci iz škola za osnovno obrazovanje odraslih opisuju svoj porodični kontekst
EP  - 693
IS  - 4
SP  - 684
VL  - 63
UR  - conv_24
ER  - 
@article{
author = "Malinić, Dušica and Lalić-Vučetić, Nataša and Komlenović, Đurđica",
year = "2008",
abstract = "There is a firm belief that most students who do not attend regular schools, but those for adult education, are from the families with many socio-emotional problems, and particularly bad characteristics are given to families of bad students in these schools. The research has been done with the aim of collecting data about the characteristics of the family context of the students who failed the year in adult education schools with the aim of collecting characteristics of the family context of the students who failed the year, which can be connected with the school failure. The research included the following variables: educational level of parents, employment of parents, family structure and students' understanding of the family climate - interest of parents for the school work of children, observing the ways of solving problems and making decisions in families, applied pedagogical actions and reaction of parents on weal marks and failing the year, as well as educational aspiration of parents. Given results show that students who failed the year in the schools for adult education are in the family context which can be described as less encouraging than inappropriate. It can be concluded that this context is impossible to observe independently form other causes of failure, such as the quality of relation between students and teachers at school and the teaching process., U praksi je ustaljeno mišljenje da većina učenika koja ne pohađa redovne škole, već škole za obrazovanje odraslih, potiče iz porodica sa nizom socioemocionalnih problema, a posebno nepovoljne karakteristike pripisuju se porodicama neuspešnih učenika u ovim školama. Istraživanje je realizovano s ciljem da se prikupe podaci o karakteristikama porodičnog konteksta učenika ponovaca iz škola za obrazovanje odraslih koje mogu biti povezane sa školskim neuspehom. Istraživanjem su obuhvaćene sledeće varijable: obrazovni nivo roditelja, zaposlenost roditelja, struktura porodice i učenički doživljaj porodične klime - zainteresovanost roditelja za školske obaveze svog deteta, opažanja načina rešavanja problema i donošenja odluka u porodici, primenjeni vaspitni postupci i reakcija roditelja na slabe ocene i ponavljanje razreda, kao i obrazovne aspiracije roditelja. Dobijeni rezultati pokazuju da ponovci iz škola za obrazovanje odraslih imaju porodični kontekst koji bi se pre mogao opisati kao manje podsticajan, nego nepovoljan. Može se zaključiti da je taj kontekst nemoguće posmatrati nezavisno od nekih drugih uzroka neuspeha, kao što je, između ostalog, kvalitet odnosa nastavnika i učenika u školi i nastavnom procesu.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "How students who failed a year at schools for primary education of adults describe their family context, Kako učenici ponovci iz škola za osnovno obrazovanje odraslih opisuju svoj porodični kontekst",
pages = "693-684",
number = "4",
volume = "63",
url = "conv_24"
}
Malinić, D., Lalić-Vučetić, N.,& Komlenović, Đ.. (2008). How students who failed a year at schools for primary education of adults describe their family context. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 63(4), 684-693.
conv_24
Malinić D, Lalić-Vučetić N, Komlenović Đ. How students who failed a year at schools for primary education of adults describe their family context. in Pedagogija. 2008;63(4):684-693.
conv_24 .
Malinić, Dušica, Lalić-Vučetić, Nataša, Komlenović, Đurđica, "How students who failed a year at schools for primary education of adults describe their family context" in Pedagogija, 63, no. 4 (2008):684-693,
conv_24 .

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