Učiteljeva pričakovanja, socialno-čustvene veščine in šolski uspeh osnovnošolcev: vloga mediatorja
DOI:
https://doi.org/10.18690/rei.5044Ključne besede:
učiteljeva pričakovanja, socialno-čustvne sposobnosti, učni uspeh, matematična pismenost, bralna pismenost.Povzetek
V študiji smo raziskovali vlogo mediatorja (posrednika) pri povezavi med učiteljskimi pričakovanji in šolskim uspehom učencev v osnovni šoli. Pri tem smo kot posredniške dejavnike obravnavali socialno-čustvene sposobnosti učencev, to so sposobnosti doseganja ciljev, sodelovanje in upravljanje čustev. Študija temelji na podatkih longitudinalne raziskave START-PROGRESS, ki vključuje ruske osnovnošolce in učitelje. Za modeliranje zapletenih odnosov med spremenljivkami, vključno z neposrednimi in posrednimi učinki, je bila uporabljena strukturna enačba modeliranja (SEM). Ugotovitve so pokazale, da se je med tremi preučenimi socialno-čustvenimi sposobnostmi le pri sposobnosti doseganja ciljev pokazala šibka povezava med učiteljevimi pričakovanji in učnim uspehom učencev na sredini osnovne šole, in sicer le pri matematiki.
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