Samoprocena angažovanja učenika sa smetnjama u razvoju u školskom kontekstu
Sažetak
Uvod: Angažovanje učenika u školi predstavlja stepen do kojeg se učenici ulažu, koliko su motivisani i voljni da učestvuju u nastavnim i vannastavnim aktivnostima u svojoj školi, što u velikoj meri ima uticaj na njihov budući akademski i profesionalni uspeh. Cilj: Cilj ovog istraživanja je da se ispita samoprocena angažovanosti učenika sa smetnjama u razvoju u školskom kontekstu. Metode: Uzorak istraživanja sastojao se od 148 učenika sa smetnjama u razvoju, oba pola (61.5% dečaka), prosečnog uzrasta 13.9 godina, koji pohađaju inkluzivne i osnovne škole za obrazovanje učenika sa smetnjama u razvoju i invaliditetom. Za utvrđivanje angažovanosti korišćena je Skala angažovanosti učenika. Rezultati: Dobijeni rezultati pokazuju da su kod većine učenika sa smetnjama u razvoju bihevioralna i emocionalna angažovanost na višem nivou od kognitivne i da sa uzrastom raste nivo angažovanosti na bihevioralnoj i kognitivnoj komponenti. Istovremeno, na domenu kognitivno angažovanje statistički značajno više skorove imali su učenici koji pohađaju škole za učenike sa smetnjama u razvoju i invaliditetom. Zaključak: Bihevioralno, emocionalno i kognitivno angažovanje doživljava se kao potencijalno efikasan odgovor na probleme koji se javljaju kod učenika sa smetnjama u razvoju i trebalo bi ga uzeti u obzir prilikom prevencije problematičnih obrazaca koji se mogu javiti u vezi sa školskim kontekstom.
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