REFF - Faculty of Philosophy Repository
University of Belgrade - Faculty of Philosophy
    • English
    • Српски
    • Српски (Serbia)
  • English 
    • English
    • Serbian (Cyrillic)
    • Serbian (Latin)
  • Login
View Item 
  •   REFF
  • Pedagogija / Pedagogy
  • Radovi istraživača / Researcher's publications - Odeljenje za pedagogiju
  • View Item
  •   REFF
  • Pedagogija / Pedagogy
  • Radovi istraživača / Researcher's publications - Odeljenje za pedagogiju
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Kvalitet socijalnih odnosa i školsko postignuće učenika različitog uzrasta

Quality of social relations and school achievement of students of different age

Thumbnail
2009
933.pdf (269.6Kb)
Authors
Spasenović, Vera
Article (Published version)
Metadata
Show full item record
Abstract
U našoj stručno-naučnoj literaturi nisu podrobnije izučavani socijalni odnosi učenika sa vršnjacima, a obavljena ispitivanja retko su bila usmerena na povezanost tih odnosa sa uspehom u školi. Posebno je zapostavljeno poređenje kvaliteta socijalnih odnosa i školskog postignuća na različitim uzrastima, što je osnovni cilj ovog rada. Uzorak je činilo 235 učenika petog i 230 učenika osmog razreda iz devet (ukupno 18) odeljenja u svakom razredu, odabranih iz četiri škole sa užeg područja Beograda. Pored učenika, ispitivanjem su obuhvaćene i njihove odeljenjske starešine čiji je broj odgovarao broju odeljenja iz kojih su poticali učenici (18). U korelacionu matricu za učenike 5. i 8. razreda uneto je 27 varijabli, a faktorskom analizom je izdvojeno po 9 faktora koji su se između dva uzrasta samo malo razlikovali. U oba slučaja, najveći značaj za objašnjenje ukupne varijabilnosti imaju prihvaćenost od strane vršnjaka i usmerenost ka vršnjacima. Faktori koji u multiploj logističkoj regresiji ...u najvećoj meri određuju školsko postignuće učenika 5. razreda su njihova prihvaćenost, karakteristike roditelja (stepen obrazovanja i zaposlenost) i socijalna prilagođenost. Kada je reč o učenicima 8. razreda, školska sprema roditelja i socijalna prilagođenost su direktno povezani sa uspehom u školi, a agresivnost s ovom varijablom stoji u obrnutom odnosu.

Social relations between students and their peers have not been studied more extensively in our expert scientific literature, and performed studies have rarely focused on the association between these relations and school achievement. Comparison of the quality of social relations and school achievement at different ages has been especially neglected, which is the basic goal of this paper. The sample comprised 235 fifth-grade students and 230 eighth-grade students from nine (18 in total) classes in each grade, selected from four schools from the narrow Belgrade area. Besides students, research also comprised their class teachers, whose number corresponded to the number of classes that students came from (18). Twenty-seven variables were entered in correlation matrix for fourth- and eighth-grade students, and factor analysis yielded nine factors, which were only slightly different between the two ages. In both cases, acceptance by peers and orientation towards peers had the biggest impor...tance in explaining the total variability. The factors in multiple logistic regression which determined the school achievement of fifth-graders to the largest extent were their acceptance, parents' characteristics (educational level and employment) and social adaptation. When it comes to eighth-grade students, educational level of parents and social adaptation are directly correlated with school success, and aggressiveness is inversely correlated with this variable.

Keywords:
učenici / školsko postignuće / kvalitet socijalnih odnosa / students / quality of social relationships / academic achievement
Source:
Zbornik Instituta za pedagoška istraživanja, 2009, 41, 2, 331-348
Publisher:
  • Institut za pedagoška istraživanja, Beograd
Funding / projects:
  • Education for knowledge based society (RS-149001)

DOI: 10.2298/ZIPI0902331S

ISSN: 0579-6431

Scopus: 2-s2.0-79955028632
[ Google Scholar ]
1
URI
http://reff.f.bg.ac.rs/handle/123456789/936
Collections
  • Radovi istraživača / Researcher's publications - Odeljenje za pedagogiju
Institution/Community
Pedagogija / Pedagogy
TY  - JOUR
AU  - Spasenović, Vera
PY  - 2009
UR  - http://reff.f.bg.ac.rs/handle/123456789/936
AB  - U našoj stručno-naučnoj literaturi nisu podrobnije izučavani socijalni odnosi učenika sa vršnjacima, a obavljena ispitivanja retko su bila usmerena na povezanost tih odnosa sa uspehom u školi. Posebno je zapostavljeno poređenje kvaliteta socijalnih odnosa i školskog postignuća na različitim uzrastima, što je osnovni cilj ovog rada. Uzorak je činilo 235 učenika petog i 230 učenika osmog razreda iz devet (ukupno 18) odeljenja u svakom razredu, odabranih iz četiri škole sa užeg područja Beograda. Pored učenika, ispitivanjem su obuhvaćene i njihove odeljenjske starešine čiji je broj odgovarao broju odeljenja iz kojih su poticali učenici (18). U korelacionu matricu za učenike 5. i 8. razreda uneto je 27 varijabli, a faktorskom analizom je izdvojeno po 9 faktora koji su se između dva uzrasta samo malo razlikovali. U oba slučaja, najveći značaj za objašnjenje ukupne varijabilnosti imaju prihvaćenost od strane vršnjaka i usmerenost ka vršnjacima. Faktori koji u multiploj logističkoj regresiji u najvećoj meri određuju školsko postignuće učenika 5. razreda su njihova prihvaćenost, karakteristike roditelja (stepen obrazovanja i zaposlenost) i socijalna prilagođenost. Kada je reč o učenicima 8. razreda, školska sprema roditelja i socijalna prilagođenost su direktno povezani sa uspehom u školi, a agresivnost s ovom varijablom stoji u obrnutom odnosu.
AB  - Social relations between students and their peers have not been studied more extensively in our expert scientific literature, and performed studies have rarely focused on the association between these relations and school achievement. Comparison of the quality of social relations and school achievement at different ages has been especially neglected, which is the basic goal of this paper. The sample comprised 235 fifth-grade students and 230 eighth-grade students from nine (18 in total) classes in each grade, selected from four schools from the narrow Belgrade area. Besides students, research also comprised their class teachers, whose number corresponded to the number of classes that students came from (18). Twenty-seven variables were entered in correlation matrix for fourth- and eighth-grade students, and factor analysis yielded nine factors, which were only slightly different between the two ages. In both cases, acceptance by peers and orientation towards peers had the biggest importance in explaining the total variability. The factors in multiple logistic regression which determined the school achievement of fifth-graders to the largest extent were their acceptance, parents' characteristics (educational level and employment) and social adaptation. When it comes to eighth-grade students, educational level of parents and social adaptation are directly correlated with school success, and aggressiveness is inversely correlated with this variable.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Kvalitet socijalnih odnosa i školsko postignuće učenika različitog uzrasta
T1  - Quality of social relations and school achievement of students of different age
EP  - 348
IS  - 2
SP  - 331
VL  - 41
DO  - 10.2298/ZIPI0902331S
ER  - 
@article{
author = "Spasenović, Vera",
year = "2009",
abstract = "U našoj stručno-naučnoj literaturi nisu podrobnije izučavani socijalni odnosi učenika sa vršnjacima, a obavljena ispitivanja retko su bila usmerena na povezanost tih odnosa sa uspehom u školi. Posebno je zapostavljeno poređenje kvaliteta socijalnih odnosa i školskog postignuća na različitim uzrastima, što je osnovni cilj ovog rada. Uzorak je činilo 235 učenika petog i 230 učenika osmog razreda iz devet (ukupno 18) odeljenja u svakom razredu, odabranih iz četiri škole sa užeg područja Beograda. Pored učenika, ispitivanjem su obuhvaćene i njihove odeljenjske starešine čiji je broj odgovarao broju odeljenja iz kojih su poticali učenici (18). U korelacionu matricu za učenike 5. i 8. razreda uneto je 27 varijabli, a faktorskom analizom je izdvojeno po 9 faktora koji su se između dva uzrasta samo malo razlikovali. U oba slučaja, najveći značaj za objašnjenje ukupne varijabilnosti imaju prihvaćenost od strane vršnjaka i usmerenost ka vršnjacima. Faktori koji u multiploj logističkoj regresiji u najvećoj meri određuju školsko postignuće učenika 5. razreda su njihova prihvaćenost, karakteristike roditelja (stepen obrazovanja i zaposlenost) i socijalna prilagođenost. Kada je reč o učenicima 8. razreda, školska sprema roditelja i socijalna prilagođenost su direktno povezani sa uspehom u školi, a agresivnost s ovom varijablom stoji u obrnutom odnosu., Social relations between students and their peers have not been studied more extensively in our expert scientific literature, and performed studies have rarely focused on the association between these relations and school achievement. Comparison of the quality of social relations and school achievement at different ages has been especially neglected, which is the basic goal of this paper. The sample comprised 235 fifth-grade students and 230 eighth-grade students from nine (18 in total) classes in each grade, selected from four schools from the narrow Belgrade area. Besides students, research also comprised their class teachers, whose number corresponded to the number of classes that students came from (18). Twenty-seven variables were entered in correlation matrix for fourth- and eighth-grade students, and factor analysis yielded nine factors, which were only slightly different between the two ages. In both cases, acceptance by peers and orientation towards peers had the biggest importance in explaining the total variability. The factors in multiple logistic regression which determined the school achievement of fifth-graders to the largest extent were their acceptance, parents' characteristics (educational level and employment) and social adaptation. When it comes to eighth-grade students, educational level of parents and social adaptation are directly correlated with school success, and aggressiveness is inversely correlated with this variable.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Kvalitet socijalnih odnosa i školsko postignuće učenika različitog uzrasta, Quality of social relations and school achievement of students of different age",
pages = "348-331",
number = "2",
volume = "41",
doi = "10.2298/ZIPI0902331S"
}
Spasenović, V.. (2009). Kvalitet socijalnih odnosa i školsko postignuće učenika različitog uzrasta. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 41(2), 331-348.
https://doi.org/10.2298/ZIPI0902331S
Spasenović V. Kvalitet socijalnih odnosa i školsko postignuće učenika različitog uzrasta. in Zbornik Instituta za pedagoška istraživanja. 2009;41(2):331-348.
doi:10.2298/ZIPI0902331S .
Spasenović, Vera, "Kvalitet socijalnih odnosa i školsko postignuće učenika različitog uzrasta" in Zbornik Instituta za pedagoška istraživanja, 41, no. 2 (2009):331-348,
https://doi.org/10.2298/ZIPI0902331S . .

DSpace software copyright © 2002-2015  DuraSpace
About REFF | Send Feedback

OpenAIRERCUB
 

 

All of DSpaceInstitutions/communitiesAuthorsTitlesSubjectsThis institutionAuthorsTitlesSubjects

Statistics

View Usage Statistics

DSpace software copyright © 2002-2015  DuraSpace
About REFF | Send Feedback

OpenAIRERCUB