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Hugmyndir barna um viðbrögð þeirra við gagnrýni kennara og bekkjarfélaga : þroskarannsókn

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Authors
Sigrún Aðalbjarnardóttir
Selman, Robert L.
Issue Date
1990

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Citation
Sálfræðiritið 1990, 1:37-48
Abstract
Í þessari rannsókn voru hugmyndir barna um eigin viðbrögð við gagnrýni kennara og bekkjarfélaga athugaðar. Tekin voru viðtöl með ársmillibili við sextíu börn á aldrinum 7 til 12 ára. Tíu börn voru í hverjum aldurshópi og var skipting kynja jöfn. Tvær sögur um samskiptaklípur úr skólastarfi voru lagðar fyrir börnin. í sögunum koma fram skiptar skoðanir um námsframlag nemanda. Nemandanum finnst hann leggja sig fram í náminu en kennara eða bekkjarfélaga finnst hann ekki vinna nægilega vel. Helstu niðurstöður rannsóknarinnar benda til þess að hæfni við að leysa ágreining í samskiptum sé háð aldri. Eftir því sem börn eldast geta þau betur aðgreint og samræmt ólík sjónarmið þegar þau glíma við árekstra. Einnig kemur fram að börn taka frekar mið af báðum sjónarmiðum þegar þau huga að ágreiningi í samskiptum við bekkjarfélaga en við kennara. Auk þess sýna þau meiri ákveðni og festu þegar þau huga að leiðum til að leysa ágreining við bekkjarfélaga en við kennara, sem þau lýsa oftar undirgefni við.
This study explores how elementary school children propose to deal with the criticism of their teachers and classmates. Applying a balanced design, 60 children (30 girls and 30 boys) between the ages of 7 and 12 were interviewed twice, one year apart, on two "everyday" schoolbased dilemmas. In these dilemmas a student is communcating with either a teacher or classmate over conflicting opinions concerning the quality of the student's academic work. Results indicate that as elementary school age children grow older they exhibit a movement from unilateral forms of communicative action to reciprocal forms when considering conflicting opinions. Also, regardless of age, children express a greater sense of reciprocity in a conflictual situation with a classmate than with a teacher. Finally, they are more likely to suggest assertive interpersonal styles with a classmate but submissive styles with a teacher.
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