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How school counselors perceive students' underachievement

Kako stručni saradnici doživljavaju školski neuspeh učenika

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2013
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Gutvajn, Nikoleta
Ševkušić, Slavica
Gutvajn, Nikoleta
Ševkušić, Slavica
Article (Published version)
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Abstract
Although providing support to underachievers has always been an important domain of activities of school counselors in school, there are almost no studies in our country that focus on the opinion of school counselors on the problem of underachievement. The aim of our research was to get acquainted with the meanings that school counselors ascribe to underachievement. The points of our interest were how school counselors define this phenomenon, how they describe an underachiever and what their experiences in working with these students are. The research sample was convenient and included 34 school counselors from 24 secondary schools in Serbia. We used a semi-structured interview, and qualitative thematic analysis was performed on the collected material. Research findings indicate that the majority of school counselors define underachievement as the lack of ability or readiness of individuals to respond to the demands set by school. When describing an underachiever a number of school cou...nselors speak only about his/her behaviour, while a small number also mention the mechanisms underlying such behaviour. When it comes to their experience in working with underachievers, a considerable number of school counselors pointed to the complexity and delicacy of their own role in the process of selection of adequate support strategies. The obtained findings, among other things, suggest that it is necessary that school counselors re-examine those personal beliefs about underachieve­ment which can be a serious impediment to solving this problem.

Premda je podrška neuspešnim učenicima uvek bila jedan od važnih domena angažovanja stručnih saradnika u školi, u našoj sredini gotovo da ne postoje istraživanja u kojima se o problemu školskog neuspeha izjašnjavaju stručni saradnici. Cilj našeg istraživanja bio je da se upoznamo sa značenjima koja stručni saradnici pripisuju školskom neuspehu. Zanimalo nas je kako stručni saradnici definišu ovaj fenomen, kako opisuju neuspešnog učenika i kakva su njihova iskustva u radu sa ovim učenicima. Uzorak istraživanja je prigodan i čine ga 34 stručna saradnika iz 24 srednje škole u Srbiji. U istraživanju je primenjen polustrukturisani intervju, a na prikupljenom materijalu urađena je kvalitativna tematska analiza. Nalazi istraživanja pokazuju da najveći broj stručnih saradnika definiše školski neuspeh kao nedostatak sposobnosti ili nespremnosti pojedinaca da odgovore na postavljene školske zahteve. Opisujući neuspešnog učenika, veliki broj stručnih saradnika govori samo o njegovom ponašanju, do...k je manji broj onih koji pominju i mehanizme koji su u osnovi tih ponašanja. U vezi sa svojim iskustvom u radu sa neuspešnim učenicima, značajan broj stručnih saradnika ukazuje na složenost i delikatnost sopstvene uloge u procesu izbora adekvatnih strategija podrške. Dobijeni nalazi, između ostalog, sugerišu da je potrebno da stručni saradnici preispitaju ona lična uverenja o školskom neuspehu koja ih ozbiljno mogu ometati u rešavanju ovog problema.

Keywords:
underachievement / school counselors / qualitative thematic analysis / školski neuspeh / stručni saradnici / kvalitativna tematska analiza
Source:
Zbornik Instituta za pedagoška istraživanja, 2013, 45, 2, 342-362
Publisher:
  • Institut za pedagoška istraživanja, Beograd
Funding / projects:
  • Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)
  • From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)

DOI: 10.2298/ZIPI1302342G

ISSN: 0579-6431

Scopus: 2-s2.0-84940300596
[ Google Scholar ]
1
URI
http://ipir.ipisr.org.rs/handle/123456789/206
Collections
  • Radovi istraživača / Researchers’ publications
  • Zbornik Instituta za pedagoška istraživanja
Institution/Community
IPI
TY  - JOUR
AU  - Gutvajn, Nikoleta
AU  - Ševkušić, Slavica
AU  - Gutvajn, Nikoleta
AU  - Ševkušić, Slavica
PY  - 2013
UR  - http://ipir.ipisr.org.rs/handle/123456789/206
AB  - Although providing support to underachievers has always been an important domain of activities of school counselors in school, there are almost no studies in our country that focus on the opinion of school counselors on the problem of underachievement. The aim of our research was to get acquainted with the meanings that school counselors ascribe to underachievement. The points of our interest were how school counselors define this phenomenon, how they describe an underachiever and what their experiences in working with these students are. The research sample was convenient and included 34 school counselors from 24 secondary schools in Serbia. We used a semi-structured interview, and qualitative thematic analysis was performed on the collected material. Research findings indicate that the majority of school counselors define underachievement as the lack of ability or readiness of individuals to respond to the demands set by school. When describing an underachiever a number of school counselors speak only about his/her behaviour, while a small number also mention the mechanisms underlying such behaviour. When it comes to their experience in working with underachievers, a considerable number of school counselors pointed to the complexity and delicacy of their own role in the process of selection of adequate support strategies. The obtained findings, among other things, suggest that it is necessary that school counselors re-examine those personal beliefs about underachieve­ment which can be a serious impediment to solving this problem.
AB  - Premda je podrška neuspešnim učenicima uvek bila jedan od važnih domena angažovanja stručnih saradnika u školi, u našoj sredini gotovo da ne postoje istraživanja u kojima se o problemu školskog neuspeha izjašnjavaju stručni saradnici. Cilj našeg istraživanja bio je da se upoznamo sa značenjima koja stručni saradnici pripisuju školskom neuspehu. Zanimalo nas je kako stručni saradnici definišu ovaj fenomen, kako opisuju neuspešnog učenika i kakva su njihova iskustva u radu sa ovim učenicima. Uzorak istraživanja je prigodan i čine ga 34 stručna saradnika iz 24 srednje škole u Srbiji. U istraživanju je primenjen polustrukturisani intervju, a na prikupljenom materijalu urađena je kvalitativna tematska analiza. Nalazi istraživanja pokazuju da najveći broj stručnih saradnika definiše školski neuspeh kao nedostatak sposobnosti ili nespremnosti pojedinaca da odgovore na postavljene školske zahteve. Opisujući neuspešnog učenika, veliki broj stručnih saradnika govori samo o njegovom ponašanju, dok je manji broj onih koji pominju i mehanizme koji su u osnovi tih ponašanja. U vezi sa svojim iskustvom u radu sa neuspešnim učenicima, značajan broj stručnih saradnika ukazuje na složenost i delikatnost sopstvene uloge u procesu izbora adekvatnih strategija podrške. Dobijeni nalazi, između ostalog, sugerišu da je potrebno da stručni saradnici preispitaju ona lična uverenja o školskom neuspehu koja ih ozbiljno mogu ometati u rešavanju ovog problema.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - How school counselors perceive students' underachievement
T1  - Kako stručni saradnici doživljavaju školski neuspeh učenika
EP  - 362
IS  - 2
SP  - 342
VL  - 45
DO  - 10.2298/ZIPI1302342G
ER  - 
@article{
author = "Gutvajn, Nikoleta and Ševkušić, Slavica and Gutvajn, Nikoleta and Ševkušić, Slavica",
year = "2013",
abstract = "Although providing support to underachievers has always been an important domain of activities of school counselors in school, there are almost no studies in our country that focus on the opinion of school counselors on the problem of underachievement. The aim of our research was to get acquainted with the meanings that school counselors ascribe to underachievement. The points of our interest were how school counselors define this phenomenon, how they describe an underachiever and what their experiences in working with these students are. The research sample was convenient and included 34 school counselors from 24 secondary schools in Serbia. We used a semi-structured interview, and qualitative thematic analysis was performed on the collected material. Research findings indicate that the majority of school counselors define underachievement as the lack of ability or readiness of individuals to respond to the demands set by school. When describing an underachiever a number of school counselors speak only about his/her behaviour, while a small number also mention the mechanisms underlying such behaviour. When it comes to their experience in working with underachievers, a considerable number of school counselors pointed to the complexity and delicacy of their own role in the process of selection of adequate support strategies. The obtained findings, among other things, suggest that it is necessary that school counselors re-examine those personal beliefs about underachieve­ment which can be a serious impediment to solving this problem., Premda je podrška neuspešnim učenicima uvek bila jedan od važnih domena angažovanja stručnih saradnika u školi, u našoj sredini gotovo da ne postoje istraživanja u kojima se o problemu školskog neuspeha izjašnjavaju stručni saradnici. Cilj našeg istraživanja bio je da se upoznamo sa značenjima koja stručni saradnici pripisuju školskom neuspehu. Zanimalo nas je kako stručni saradnici definišu ovaj fenomen, kako opisuju neuspešnog učenika i kakva su njihova iskustva u radu sa ovim učenicima. Uzorak istraživanja je prigodan i čine ga 34 stručna saradnika iz 24 srednje škole u Srbiji. U istraživanju je primenjen polustrukturisani intervju, a na prikupljenom materijalu urađena je kvalitativna tematska analiza. Nalazi istraživanja pokazuju da najveći broj stručnih saradnika definiše školski neuspeh kao nedostatak sposobnosti ili nespremnosti pojedinaca da odgovore na postavljene školske zahteve. Opisujući neuspešnog učenika, veliki broj stručnih saradnika govori samo o njegovom ponašanju, dok je manji broj onih koji pominju i mehanizme koji su u osnovi tih ponašanja. U vezi sa svojim iskustvom u radu sa neuspešnim učenicima, značajan broj stručnih saradnika ukazuje na složenost i delikatnost sopstvene uloge u procesu izbora adekvatnih strategija podrške. Dobijeni nalazi, između ostalog, sugerišu da je potrebno da stručni saradnici preispitaju ona lična uverenja o školskom neuspehu koja ih ozbiljno mogu ometati u rešavanju ovog problema.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "How school counselors perceive students' underachievement, Kako stručni saradnici doživljavaju školski neuspeh učenika",
pages = "362-342",
number = "2",
volume = "45",
doi = "10.2298/ZIPI1302342G"
}
Gutvajn, N., Ševkušić, S., Gutvajn, N.,& Ševkušić, S.. (2013). How school counselors perceive students' underachievement. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 45(2), 342-362.
https://doi.org/10.2298/ZIPI1302342G
Gutvajn N, Ševkušić S, Gutvajn N, Ševkušić S. How school counselors perceive students' underachievement. in Zbornik Instituta za pedagoška istraživanja. 2013;45(2):342-362.
doi:10.2298/ZIPI1302342G .
Gutvajn, Nikoleta, Ševkušić, Slavica, Gutvajn, Nikoleta, Ševkušić, Slavica, "How school counselors perceive students' underachievement" in Zbornik Instituta za pedagoška istraživanja, 45, no. 2 (2013):342-362,
https://doi.org/10.2298/ZIPI1302342G . .

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