Повезаност школске ангажованости ученика и техника дисциплиновања које наставници користе: значај за превенцијску праксу
Ključne reči:
школска ангажованост, ангажованост ученика, технике дисциплиновања, превенцијска пракса
Sažetak
Савремена превенцијска пракса умногоме се ослања на интервенције усмерене ка јачању протективних фактора, међу којима се, када је у питању школски контекст, све више истиче значај ангажованости ученика. Школска ангажованост, као мултидимензионални конструкт који укључује бихејвиоралну, емоционалну и когнитивну компоненту, повезује се са низом позитивних развојних исхода који могу бити у функцији превенције различитих видова проблема понашања ученика. У складу са тим, савремена научна настојања усмерена су на идентификовање предиктора школске ангажованости. Стога је основни циљ овог истраживања испитивање утицаја техника дисциплиновања које наставници користе на ниво ангажованости ученика. Узорак је чинило 860 ученика из шест средњих школа са територије града Београда, оба пола. За прикупљање података коришћене су две скале – Скала ангажованости ученика и Скала позитивних и кажњавајућих техника дисциплиновања које су део обухватног инструмента Делавер скала школске климе. Резултати указују да ниво школске ангажованости ученика варира у зависности од техника дисциплиновања, односно утврђена је снажна повезаност између примене позитивних техника дисциплиновања и виших нивоа ангажованости ученика (r = 0.603, p < .001) и нешто слабија повезаност између кажњавајућих техника дисциплиновања и нижих нивоа ангажованости ученика (r = -0.25, p < .001). Додатно, утврђено је да су технике дисциплиновања значајан предиктор нивоа ангажованости ученика. У складу са добијеним налазима може се закључити да би било оправдано имплементирати програме стручног усавршавања наставника, којима би се, кроз оснаживање позитивних техника дисциплиновања, унапређивање знања и вештина наставника, утицало на повећање нивоа школске ангажованости, чиме би се последично превенирали различити видови проблема понашања ученика.
Reference
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Larson, E. K., Pas, T. E., Bottiani, H. J., Kush, M. K., & Bradshaw, P. C. (2021). A multidimensional and multilevel examination of student engagement and secondary school teacher’s use of classroom management practices. Journal of Positive Behavior Interventions, 23(3), 149-162. https://doi.org/10.1177/1098300720929352
Lau, S. & Roeser, R.W. (2002). Cognitive abilities and motivational processes in high school students’ situational engagement and achievement in science. Educational Assessment, 8(2), 139–162. https://doi.org/10.1207/S15326977EA0802_04
Li, Y., & Lerner, R. M. (2011). Developmental trajectories of school engagement across adolescence: Implications for academic achievement, substance use, depression, and delinquency. Developmental Psychology, 47, 233–247. https://doi.org/10.1016/10.1037/a0021307
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Li, Y., Zhang, W., Liu, J., Arbeit, M. R., Schwartz, S. J., Bowers, E. P., & Lerner, R. M. (2011). The role of school engagement in preventing adolescent delinquency and substance use: A survival analysis. Journal of Adolescence, 34(6), 1181-1192. https://doi.org/10.1016/j.adolescence.2011.07.003
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Marks, H. M. (2000). Student engagement in instructional activity: Patterns in elementary, middle, and high school years. American Educational Research Journal, 37(1), 153–184. https://doi.org/10.3102/00028312037001153
Martin, A. J., & Collie, R. J. (2019). Teacher-student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111(5), 861–876. https://doi.org/10.1037/edu0000317
Murray, C. (2009). Parent and teacher relationships as predictor of school engagement and functioning among low-income urban youth. The Journal of Early Adolescents, 29(3), 376-404. https://doi.org/10.1177/0272431608322940
Olana, E., & Tefera, B. (2022). Family, teachers and peer support as predicotrs of school engagemenet among secondary school Ethiopian adolescent students. Cogent Psychology, 9(1), 1-21. https://doi.org/10.1080/23311908.2022.2123586
Quin, D., Heerde, J., & Toumbourou, J. (2018). Teacher support within an ecological model of adolescent development: Predictors of school engagement. Journal of School Psychology, 69, 1-15. https://doi.org/10.1016/j.jsp.2018.04.003
Reschly, A. L., Huebner, E., Appleton, J. J., & Antaramian, S. (2008). Engagement as flourishing: The contribution of positive emotions and coping to adolescents’ engagement at school and with learning. Psychology in the Schools, 45(5), 419-431. https://doi.org/ 10.1002/pits.20306
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103. https://doi.org/10.1016/j.learninstruc.2016.01.004
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437–460. https://doi.org/10.1007/s10964-012-9763-x
Simić, N., i Vukelić, M. (2020). Povezanost podrške nastavnika, motivacije za školsko učenje i školskog angažovanja učenika srednjih stručnih škola i gimnazija. U N. Lalić-Vučetić, D. Gundogan i A. Radanović (Ur.), Motivacija u obrazovanju: između teorije i prakse (str. 58). Institut za pedagoška istraživanja.
Simons-Morton, B. G., & Crump, A. D. (2003). Association of parental involvement and social competence with school adjustment and engagement among sixth graders. Journal of School Health, 73(3), 121-126. https://doi.org/10.1111/j.1746-1561.2003.tb03586
Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323-332. https://doi.org/10.1080/00220670209596607
Spasenović, V. i Milanović-Nahod, S. (2001): Stavovi učenika prema problemima i potrebama naših škola, Zbornik Instituta za pedagoška istraživanja, 33(5), 389-407.
Straus, M., & Fauchier, A. (2011). Manual for the dimensions of discipline inventory (DDI). Family Research Laboratory, University of New Hampshire.
Stojanović, M., i Popović-Ćitić, B. (2022). Osećaj pripadnosti školi - značaj za pozitivan razvoj i prevenciju problema u ponašanju učenika. Nastava i vaspitanje, 71(3), 403-423. https://doi.org/10.5937/nasvas2203403S
Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22, 31–39. doi:10.1111/j.1532-7795.2011.00753.x
Wang, M. Т., & Fredricks, J. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 72-737. https://doi.org/10.1111/cdev.12138
Wang M. T., & Peck, C. S. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49(7), 1266-1276. https://doi.org/10.1037/a0030028
Woolley, M. E., & Bowen, G. L. (2007). In the Context of Risk: Supportive Adults and the School Engagement of Middle School Students. Family Relations, 56(1), 92–104. https://doi.org/10.1111/j.1741-3729.2007.00442.x
Asghar, H. (2014). Patterns of engagement and anxiety in university students – First year to senior year: Students’ work engagement and axiety: are they related? In C. Pracana (Ed.), Psychology Applications & Developments – Advances in Psychology and Psychological Trends Series (pp. 248-262). Science Press.
Bear, G. G., Yang, C., Mantz, L. S., & Harris, B. A. (2017). School-wide practices associated with school climate in elementary, middle, and high schools. Teaching and Teacher Education, 63(1), 372-383. https://doi.org/10.1016/j.tate.2017.01.012
Benson, P. L. (1997). All kids are our kids: What communities must do to raise caring and responsible children and adolescents. Jossey-Bass.
Benson, P. L., Scales, P. C., & Syverten, A. K. (2011). The contribution of the developmental assets framewok to positive youth development theory and practice. Advances in Child Development and Behavior, 41, 197- 230. https://doi.org/10.1016/B978-0-12-386492-5.00008-7
Chiu, M. M., Pong, S. L., Mori, I., & Chow, B. W. Y. (2012). Immigrant students’ emotional and cognitive engagement at school: A multilevel analysis of students in 41 countries. Journal of Youth and Adolescence, 41(11), 1409–1425. https://doi.org/10.1007/s10964-012-9763-x
Cornell, D., Shukla, K., & Konold, R. T. (2016). Authoritative school climate and student academic engagement, grades, and aspirations in middle and high school. AERA open, 2(2), 1-18. https://doi.org/10.1177/2332858416633184
Croninger, R. and Lee, V. (2001) Social Capital and Dropping out of High School: Benefits to At-Risk Students of Teachers’ Support and Guidance. Teachers College Record, 103(4), 548-581. http://dx.doi.org/10.1111/0161-4681.00127
Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787-798. https://doi.org/10.1016/j.adolescence.2011.11.004
Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School Engagement. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish: Conceptualizing and measuring indicators of positive development (pp. 305–321). Springer Science + Business Media. https://doi.org/10.1007/0-387-23823-9_19
Fredricks, J.A., Blumenfeld, P.C., Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Furlong, M. J., Whipple, A. D., St. Jean, G., Simental, J., Soliz, A. & Punthuna, S. (2003). Multiple contexts of school engagement: Moving toward a unifying framework for educational research and practice. The California School Psychologist, 8(1), 99–113. https://doi.org/10.1016/j.sbspro.2011.04.117
Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement as predictor of dropout, delinquency, and problem substance use during adolescence and eary adulthood. Journal of Youth and Adolescence, 41(2), 156-166. https://doi.org/10.1007/s10964-011-9665-3
Hirschfield, P. J., & Gasper, J. (2011). The relationship between school engagement and delinquency in late childhood and early adolescence. Journal of Youth and Adolescence, 40(1), 3–22. https://doi.org/10.1007/s10964-010-9579-5
Jelić, M. (2020). Razvijanje socijalne kompetentnosti u školi. Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju.
Jovanović, M. (2009). O postojećoj komunikaciji u nastavi i neophodnim promenema, Nastava i vaspitanje, 58(2), 201-216.
Kallio, E. R., & Salem, A. K. (2021). School discipline. Press Encyclopedia.
Kuh, G.D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683–706. https://doi.org/10.1353/csd.0.0099
Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101(1), 190-206. https://doi.org/10.1037/a0013153
Larson, E. K., Pas, T. E., Bottiani, H. J., Kush, M. K., & Bradshaw, P. C. (2021). A multidimensional and multilevel examination of student engagement and secondary school teacher’s use of classroom management practices. Journal of Positive Behavior Interventions, 23(3), 149-162. https://doi.org/10.1177/1098300720929352
Lau, S. & Roeser, R.W. (2002). Cognitive abilities and motivational processes in high school students’ situational engagement and achievement in science. Educational Assessment, 8(2), 139–162. https://doi.org/10.1207/S15326977EA0802_04
Li, Y., & Lerner, R. M. (2011). Developmental trajectories of school engagement across adolescence: Implications for academic achievement, substance use, depression, and delinquency. Developmental Psychology, 47, 233–247. https://doi.org/10.1016/10.1037/a0021307
Li, Y., Lerner, J. V., & Lerner, R. M. (2010). Personal and ecological assets and academic competence in early adolescence: The mediating role of school engagement. Journal of Youth and Adolescence, 39(7), 801-815. https://doi.org/10.1007/s10964-010-9535-4
Li, Y., Zhang, W., Liu, J., Arbeit, M. R., Schwartz, S. J., Bowers, E. P., & Lerner, R. M. (2011). The role of school engagement in preventing adolescent delinquency and substance use: A survival analysis. Journal of Adolescence, 34(6), 1181-1192. https://doi.org/10.1016/j.adolescence.2011.07.003
National Research Council and Institute of Medicine. (2004). Engaging schools: Fostering high school students’ motivation to learn. National Academy Press.
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in elementary, middle, and high school years. American Educational Research Journal, 37(1), 153–184. https://doi.org/10.3102/00028312037001153
Martin, A. J., & Collie, R. J. (2019). Teacher-student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111(5), 861–876. https://doi.org/10.1037/edu0000317
Murray, C. (2009). Parent and teacher relationships as predictor of school engagement and functioning among low-income urban youth. The Journal of Early Adolescents, 29(3), 376-404. https://doi.org/10.1177/0272431608322940
Olana, E., & Tefera, B. (2022). Family, teachers and peer support as predicotrs of school engagemenet among secondary school Ethiopian adolescent students. Cogent Psychology, 9(1), 1-21. https://doi.org/10.1080/23311908.2022.2123586
Quin, D., Heerde, J., & Toumbourou, J. (2018). Teacher support within an ecological model of adolescent development: Predictors of school engagement. Journal of School Psychology, 69, 1-15. https://doi.org/10.1016/j.jsp.2018.04.003
Reschly, A. L., Huebner, E., Appleton, J. J., & Antaramian, S. (2008). Engagement as flourishing: The contribution of positive emotions and coping to adolescents’ engagement at school and with learning. Psychology in the Schools, 45(5), 419-431. https://doi.org/ 10.1002/pits.20306
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103. https://doi.org/10.1016/j.learninstruc.2016.01.004
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437–460. https://doi.org/10.1007/s10964-012-9763-x
Simić, N., i Vukelić, M. (2020). Povezanost podrške nastavnika, motivacije za školsko učenje i školskog angažovanja učenika srednjih stručnih škola i gimnazija. U N. Lalić-Vučetić, D. Gundogan i A. Radanović (Ur.), Motivacija u obrazovanju: između teorije i prakse (str. 58). Institut za pedagoška istraživanja.
Simons-Morton, B. G., & Crump, A. D. (2003). Association of parental involvement and social competence with school adjustment and engagement among sixth graders. Journal of School Health, 73(3), 121-126. https://doi.org/10.1111/j.1746-1561.2003.tb03586
Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323-332. https://doi.org/10.1080/00220670209596607
Spasenović, V. i Milanović-Nahod, S. (2001): Stavovi učenika prema problemima i potrebama naših škola, Zbornik Instituta za pedagoška istraživanja, 33(5), 389-407.
Straus, M., & Fauchier, A. (2011). Manual for the dimensions of discipline inventory (DDI). Family Research Laboratory, University of New Hampshire.
Stojanović, M., i Popović-Ćitić, B. (2022). Osećaj pripadnosti školi - značaj za pozitivan razvoj i prevenciju problema u ponašanju učenika. Nastava i vaspitanje, 71(3), 403-423. https://doi.org/10.5937/nasvas2203403S
Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22, 31–39. doi:10.1111/j.1532-7795.2011.00753.x
Wang, M. Т., & Fredricks, J. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 72-737. https://doi.org/10.1111/cdev.12138
Wang M. T., & Peck, C. S. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49(7), 1266-1276. https://doi.org/10.1037/a0030028
Woolley, M. E., & Bowen, G. L. (2007). In the Context of Risk: Supportive Adults and the School Engagement of Middle School Students. Family Relations, 56(1), 92–104. https://doi.org/10.1111/j.1741-3729.2007.00442.x