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Očekivanja roditelja i nastavnika: autonomna ili konformistička ličnost deteta

dc.creatorPjurkovska-Petrović, Katažina
dc.creatorŠevkušić-Mandić, Slavica
dc.date.accessioned2021-03-17T13:21:55Z
dc.date.available2021-03-17T13:21:55Z
dc.date.issued1996
dc.identifier.issn0579-6431
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/30
dc.description.abstractFamily undoubtfully contributes to developing children's concrete needs, interests and social behavior through closer definition of goals and values they should tend to. In addition to family, school is considered to be one of the most important and responsible factors in the process of developing autonomous, independent student personality. Therefore, through its teaching methods, organization of social life, structure of authority and other aspects of school life, school should make provisions for a student to develop characteristics and abilities that autonomous personality is characterized by. The aim of the paper was to examine parental and teacher expectations concerning desired educational goals that contribute to developing of autonomous in contrast to conformist personality. Parents and teachers of Belgrade secondary-school students (P = 125, T = 45) were examined using Parental Values Scale (Kohn) somewhat modified for sample concerning teachers. The results show that parents and teachers are oriented to autonomous child personality development. Some differences that occurred in the choice of certain values were the result of the effect of respondents' role (parent-teacher), that is, of view imposed by a certain roleen
dc.description.abstractPorodica neosporno doprinosi formiranju konkretnih potreba, interesovanja i socijalnog ponašanja dece kroz bliže određivanje ciljeva i vrednosti kojima bi ona trebalo da teže. Pored porodice, škola se smatra jednim od najodgovornijih i najvažnijih činilaca u procesu formiranja autonomne, samostalne ličnosti učenika. Škola bi, dakle, svojim nastavnim metodama, organizacijom socijalnog života, strukturom autoriteta i ostalim aspektima školskog života trebalo da omogući učeniku da razvija osobine i sposobnosti koje odlikuju autonomnu ličnost. Cilj ovoga rada je da se ispitaju očekivanja roditelja i nastavnika u pogledu poželjnih vaspitnih ciljeva, koji doprinose formiranju autonomne nasuprot konformističkoj ličnosti. Ispitani su roditelji i nastavnici beogradskih srednjoškolaca (R=125, N=45), skalom roditeljskih vrednosti (Kohn: Parental Values Scale), koja je u izvesnoj meri modifikovana za uzorak nastavnika. Rezultati su pokazali da su roditelji i nastavnici orijentisani ka razvoju autonomne ličnosti dece. Izvesne razlike koje su se pojavile pri izboru određenih vrednosti bile su posledica uticaja uloge ispitanika (roditelj ( nastavnik), odnosno shvatanja koje nameće određena ulogasr
dc.publisherBeograd : Institut za pedagoška istraživanja
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceZbornik Instituta za pedagoška istraživanja
dc.subjectdemocracyen
dc.subjectautonomous personalityen
dc.subjectconformist personalityen
dc.subjectvaluesen
dc.subjectparentsen
dc.subjectteachersen
dc.subjectadolescentsen
dc.subjectdemokratijasr
dc.subjectautonomna ličnostsr
dc.subjectkonformistička ličnostsr
dc.subjectvrednostisr
dc.subjectroditeljisr
dc.subjectnastavnicisr
dc.subjectadolescentisr
dc.titleParental and teacher expectations: Autonomous or conformist child personalityen
dc.titleOčekivanja roditelja i nastavnika: autonomna ili konformistička ličnost detetasr
dc.typearticle
dc.rights.licenseBY-NC-ND
dc.citation.epage88
dc.citation.issue28
dc.citation.other(28): 69-88
dc.citation.spage69
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/1557/Ocekivanja_roditelja_i_nastavnika_1996.pdf
dc.identifier.rcubconv_579
dc.type.versionpublishedVersion


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