TY  - JOUR
AU  - Jakšić, Ivana M.
AU  - Malinić, Dušica
AU  - Jakšić, Ivana M.
AU  - Malinić, Dušica
PY  - 2019
UR  - http://rfpn.fpn.bg.ac.rs/handle/123456789/758
AB  - Factors that pre-service class and subject teachers perceive as significant in explaining the occurrence of school failure were examined using mixed methods strategy. The qualitative phase of the study (N = 74) revealed that pre-service teachers recognize a wide range of causes for school failure (16 distinctive categories). The relative significance of the causes was established in the subsequent quantitative phase. The Scale of school failure causes was constructed, applied to 408 pre-service teachers and subjected to exploratory factor analysis, which pointed to the three latent groups of causes explaining 43% of variance. The lack of ability and motivation in students (1st factor) and the lack of educational support (2nd factor) were perceived as highly contributing to school failure, while moderate importance was attributed to the causes related to family and social context (3rd factor). Compared to pre-service subject teachers, pre-service class teachers were more willing to recognize the teachers' responsibility for the occurrence of school failure. Pre-service teachers' perceptions of different factors were related to prior experiences of school success.
AB  - Faktori koje budući nastavnici razredne i predmetne nastave opažaju kao značajne za pojavu školskog neuspeha su proučavani pomoću miks metodske strategije. U kvalitativnoj fazi istraživanja (N = 74) se pokazalo da budući nastavnici razredne i predmetne nastave prepoznaju brojne uzroke školskog neuspeha (16 različitih kategorija). Relativni značaj ovih uzroka je ispitan u narednoj, kvantitativnoj fazi. Konstruisana je skala uzroka školskog neuspeha i zadata uzorku od 408 budućih nastavnika razredne i predmetne nastave, a zatim su eksplorativnom faktorskom analizom identifikovana tri latentna faktora koji objašnjavaju 43 % varijanse. Nedostatak sposobnosti i motivacije (1. faktor) i nedostatak obrazovne podrške (2. faktor) su opaženi kao faktori koji najviše doprinose školskom neuspehu, dok se umereni značaj pridaje razlozima koji su povezani sa porodičnim i socijalnim kontekstom (3. faktor). U poređenju sa budućim nastavnicima predmetne nastave, budući nastavnici razredne nastave pokazuju veću spremnost da prepoznaju odgovornost nastavnika za školski neuspeh. Percepcija značaja različitih faktora od strane budućih nastavnika je povezana sa njihovim ranijim iskustvima školskog uspeha.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success
T1  - Percepcija faktora koji doprinose školskom neuspehu od strane budućih nastavnika i njihova povezanost sa prethodnim ličnim iskustvom uspeha u školi
EP  - 20
IS  - 1
SP  - 1
VL  - 52
DO  - 10.2298/PSI160211024J
ER  - 

@article{
author = "Jakšić, Ivana M. and Malinić, Dušica and Jakšić, Ivana M. and Malinić, Dušica",
year = "2019",
abstract = "Factors that pre-service class and subject teachers perceive as significant in explaining the occurrence of school failure were examined using mixed methods strategy. The qualitative phase of the study (N = 74) revealed that pre-service teachers recognize a wide range of causes for school failure (16 distinctive categories). The relative significance of the causes was established in the subsequent quantitative phase. The Scale of school failure causes was constructed, applied to 408 pre-service teachers and subjected to exploratory factor analysis, which pointed to the three latent groups of causes explaining 43% of variance. The lack of ability and motivation in students (1st factor) and the lack of educational support (2nd factor) were perceived as highly contributing to school failure, while moderate importance was attributed to the causes related to family and social context (3rd factor). Compared to pre-service subject teachers, pre-service class teachers were more willing to recognize the teachers' responsibility for the occurrence of school failure. Pre-service teachers' perceptions of different factors were related to prior experiences of school success., Faktori koje budući nastavnici razredne i predmetne nastave opažaju kao značajne za pojavu školskog neuspeha su proučavani pomoću miks metodske strategije. U kvalitativnoj fazi istraživanja (N = 74) se pokazalo da budući nastavnici razredne i predmetne nastave prepoznaju brojne uzroke školskog neuspeha (16 različitih kategorija). Relativni značaj ovih uzroka je ispitan u narednoj, kvantitativnoj fazi. Konstruisana je skala uzroka školskog neuspeha i zadata uzorku od 408 budućih nastavnika razredne i predmetne nastave, a zatim su eksplorativnom faktorskom analizom identifikovana tri latentna faktora koji objašnjavaju 43 % varijanse. Nedostatak sposobnosti i motivacije (1. faktor) i nedostatak obrazovne podrške (2. faktor) su opaženi kao faktori koji najviše doprinose školskom neuspehu, dok se umereni značaj pridaje razlozima koji su povezani sa porodičnim i socijalnim kontekstom (3. faktor). U poređenju sa budućim nastavnicima predmetne nastave, budući nastavnici razredne nastave pokazuju veću spremnost da prepoznaju odgovornost nastavnika za školski neuspeh. Percepcija značaja različitih faktora od strane budućih nastavnika je povezana sa njihovim ranijim iskustvima školskog uspeha.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success, Percepcija faktora koji doprinose školskom neuspehu od strane budućih nastavnika i njihova povezanost sa prethodnim ličnim iskustvom uspeha u školi",
pages = "20-1",
number = "1",
volume = "52",
doi = "10.2298/PSI160211024J"
}

Jakšić, I. M., Malinić, D., Jakšić, I. M.,& Malinić, D.. (2019). Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success. in Psihologija
Društvo psihologa Srbije, Beograd., 52(1), 1-20.
https://doi.org/10.2298/PSI160211024J

Jakšić IM, Malinić D, Jakšić IM, Malinić D. Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success. in Psihologija. 2019;52(1):1-20.
doi:10.2298/PSI160211024J .

Jakšić, Ivana M., Malinić, Dušica, Jakšić, Ivana M., Malinić, Dušica, "Pre-service teachers' perceptions of factors contributing to school failure and their relationship to prior personal experience of school success" in Psihologija, 52, no. 1 (2019):1-20,
https://doi.org/10.2298/PSI160211024J . .

TY  - JOUR
AU  - Malinić, Dušica
AU  - Džinović, Vladimir
AU  - Jakšić, Ivana M.
PY  - 2015
UR  - http://rfpn.fpn.bg.ac.rs/handle/123456789/1072
AB  - U radu se bavimo uverenjima nastavnika o školskom neuspehu i njihovom percepcijom aktivnosti koje preduzimaju u radu sa neuspešnim učenicima. Teorijsko utemeljenje rada čine stanovišta o tome da postoji veza između nastavničkih uverenja i njihovih svakodnevnih nastavnih praksi. Cilj rada bio je da se ispitaju: 1) nastavnička uverenja o prirodi školskog neuspeha, osobinama neuspešnih učenika i adekvatnosti dopunske nastave i grupnog rada u prevazilaženju problema školske neuspešnosti, kao i 2) nastavničke percepcije sopstvene odgovornosti za neuspeh učenika i angažovanosti u pružanju podrške ovim učenicima. Setom parametrijskih statističkih tehnika analizirani su odgovori 1.441 nastavnika osnovne škole na ajteme koji se odnose na školski neuspeh, u okviru upitnika o aktuelnim problemima u školi. Rezultati pokazuju da nastavnici: 1) ispoljavaju optimistična uverenja u pogledu kognitivnih sposobnosti neuspešnih učenika i mogućnosti koje dopunska nastava pruža u radu sa njima; 2) saopštavaju da se dodatno pripremaju za rad sa neuspešnim učenicima i posebno ih podstiču na časovima i veruju da su neuspešni učenici uspešni u vanškolskim aktivnostima; 3) nemaju određen stav o ulozi nastavnika i adekvatnosti grupnog rada u prevazilaženju problema školskog neuspeha. U zaključnim razmatranjima diskutuje se o potrebi detaljnijeg upoznavanja aktivnosti na kojima počivaju nastavnička uverenja o školskom neuspehu i podrška neuspešnim učenicima.
AB  - We analyzed the convictions of the teachers about scholastic failure and
their perception of the activities they use in work with unsuccessful pupils.
The theoretical basis for our research was the belief that there is a connection between the
teacher’s convictions and their everyday practices. The aim was to examine: 1) the teachers’
convictions about the nature of academic failure, traits of the failing students, adequacy of
after-class sessions and group work in overcoming the problem of academic failure, and 2)
the teachers’ perception of their own responsibility and engagement in supporting failing
pupils. A set of parametric statistical techniques was used to analyze the responses of 1441
elementary-school teachers to the items related to academic failure in the questionnaire
about current school problems. The results show that 1) the teachers have optimistic
convictions about cognitive abilities of failing pupils and see after-class sessions as a good
opportunity to work with them; they state that 2) they additionally prepare classes for
work with failing pupils and stimulate them during regular classes and believe that failing
pupils are successful in outdoor activities; 3) they have no definite opinion about the role
of the teacher and adequacy of group work in overcoming the problem. The concluding
observations stress the need for a detailed analysis of the activities based on the teacher’s
convictions about academic failure and support to failing pupils.
PB  - Београд : Педагошко друштво Србије
PB  - Београд : Универзитет у Београду - Филозофски факултет - Институт за педагогију и андрагогију
T2  - Nastava i vaspitanje
T1  - Teachers’ Perceptions of Academic Failure: Is It Worth to Bother About Unsuccessful Pupils?
T1  - Наставничке перцепције школског неуспеха-вреди ли се трудити око неуспешних ученика?
EP  - 677
IS  - 4
SP  - 663
VL  - 64
DO  - 10.5937/nasvas1504663M
ER  - 

@article{
author = "Malinić, Dušica and Džinović, Vladimir and Jakšić, Ivana M.",
year = "2015",
abstract = "U radu se bavimo uverenjima nastavnika o školskom neuspehu i njihovom percepcijom aktivnosti koje preduzimaju u radu sa neuspešnim učenicima. Teorijsko utemeljenje rada čine stanovišta o tome da postoji veza između nastavničkih uverenja i njihovih svakodnevnih nastavnih praksi. Cilj rada bio je da se ispitaju: 1) nastavnička uverenja o prirodi školskog neuspeha, osobinama neuspešnih učenika i adekvatnosti dopunske nastave i grupnog rada u prevazilaženju problema školske neuspešnosti, kao i 2) nastavničke percepcije sopstvene odgovornosti za neuspeh učenika i angažovanosti u pružanju podrške ovim učenicima. Setom parametrijskih statističkih tehnika analizirani su odgovori 1.441 nastavnika osnovne škole na ajteme koji se odnose na školski neuspeh, u okviru upitnika o aktuelnim problemima u školi. Rezultati pokazuju da nastavnici: 1) ispoljavaju optimistična uverenja u pogledu kognitivnih sposobnosti neuspešnih učenika i mogućnosti koje dopunska nastava pruža u radu sa njima; 2) saopštavaju da se dodatno pripremaju za rad sa neuspešnim učenicima i posebno ih podstiču na časovima i veruju da su neuspešni učenici uspešni u vanškolskim aktivnostima; 3) nemaju određen stav o ulozi nastavnika i adekvatnosti grupnog rada u prevazilaženju problema školskog neuspeha. U zaključnim razmatranjima diskutuje se o potrebi detaljnijeg upoznavanja aktivnosti na kojima počivaju nastavnička uverenja o školskom neuspehu i podrška neuspešnim učenicima., We analyzed the convictions of the teachers about scholastic failure and
their perception of the activities they use in work with unsuccessful pupils.
The theoretical basis for our research was the belief that there is a connection between the
teacher’s convictions and their everyday practices. The aim was to examine: 1) the teachers’
convictions about the nature of academic failure, traits of the failing students, adequacy of
after-class sessions and group work in overcoming the problem of academic failure, and 2)
the teachers’ perception of their own responsibility and engagement in supporting failing
pupils. A set of parametric statistical techniques was used to analyze the responses of 1441
elementary-school teachers to the items related to academic failure in the questionnaire
about current school problems. The results show that 1) the teachers have optimistic
convictions about cognitive abilities of failing pupils and see after-class sessions as a good
opportunity to work with them; they state that 2) they additionally prepare classes for
work with failing pupils and stimulate them during regular classes and believe that failing
pupils are successful in outdoor activities; 3) they have no definite opinion about the role
of the teacher and adequacy of group work in overcoming the problem. The concluding
observations stress the need for a detailed analysis of the activities based on the teacher’s
convictions about academic failure and support to failing pupils.",
publisher = "Београд : Педагошко друштво Србије, Београд : Универзитет у Београду - Филозофски факултет - Институт за педагогију и андрагогију",
journal = "Nastava i vaspitanje",
title = "Teachers’ Perceptions of Academic Failure: Is It Worth to Bother About Unsuccessful Pupils?, Наставничке перцепције школског неуспеха-вреди ли се трудити око неуспешних ученика?",
pages = "677-663",
number = "4",
volume = "64",
doi = "10.5937/nasvas1504663M"
}

Malinić, D., Džinović, V.,& Jakšić, I. M.. (2015). Teachers’ Perceptions of Academic Failure: Is It Worth to Bother About Unsuccessful Pupils?. in Nastava i vaspitanje
Београд : Педагошко друштво Србије., 64(4), 663-677.
https://doi.org/10.5937/nasvas1504663M

Malinić D, Džinović V, Jakšić IM. Teachers’ Perceptions of Academic Failure: Is It Worth to Bother About Unsuccessful Pupils?. in Nastava i vaspitanje. 2015;64(4):663-677.
doi:10.5937/nasvas1504663M .

Malinić, Dušica, Džinović, Vladimir, Jakšić, Ivana M., "Teachers’ Perceptions of Academic Failure: Is It Worth to Bother About Unsuccessful Pupils?" in Nastava i vaspitanje, 64, no. 4 (2015):663-677,
https://doi.org/10.5937/nasvas1504663M . .