STAVOVI I MOTIVACIJA GLUVIH I NAGLUVIH UČENIKA ZA UČENJE
Sažetak
Cilj rada bio je utvrditi stavove i motivaciju gluvih i nagluvih učenika za čitanje, pisanje i učenje, te njihovu povezanost sa školskim uspehom. Uzorak ispitanika činilo je 47 gluvih i nagluvih učenika, oba pola, uzrasta od 14 do 18 godina. Primenjena je Skala za ispitivanje interesa i aspiracija učenika (Suzić, 2003). Skala se sastoji od osam subskala s 20 tvrdnji/indikatora stavova za aktivnosti: učenje, sport, muzika, TV, zabava, čitanje/pisanje, ljubav-izlasci i društveno koristan rad. Deset tvrdnji se odnosi na uključenost u navedene aktivnosti, a drugih deset na mogućnosti koje pružaju te aktivnosti. Procenjivani su stavovi prema čitanju/pisanju i učenju, te utvrđena povezanost stavova sa opštim školskim uspehom. Podaci su obrađeni deskriptivnom analizom i izračunat je Spearmanov koeficijent korelacije. Dobijena je umerena povezanost stavova gluvih i nagluvih učenika prema čitanju/pisanju (ρ=0,61) i učenju (ρ=0,55), a srednje jaka povezanost ocene mogućnosti koje pružaju ove aktivnosti (čitanje/pisanje – ρ=0,46 i učenje – ρ=0,36) s postignutim opštim školskim uspehom, na nivou statističke značajnosti p<0,05. Prema odgovorima ispitanika utvrđeno je da gluvi i nagluvi učenici koji bolje uviđaju važnost čitanja, pisanja i učenja imaju pozitivnije stavove, uključuju se u ove aktivnosti, smatraju da im one pružaju veće mogućnosti i veća je motivacija za učenje, što potvrđuju njihova bolja školska postignuća.
Ključne reči: učenje, čitanje, pisanje, gluvi i nagluvi, školski uspeh
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