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

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.