Neke sociodemografske varijable, rezredna okolina učenja i obrazovni uspjeh srednjoškolaca u relaciji s njihovim školskim samopoimanjem

Abstract

A group of 122 second year high-school pupils was first examined with a ROU-questionare which measures two dimensions of the classroom psychological enviroment of study: the dimensionof individualization andpersonal development as well as the dimension of satisfaction with the relationships within the classroom. Afterwards the JUŠ-questionare was applied whose scales measure both the general and specific academic self-concept. The following socio-demographic data was gathered about the examinees: their gender, place of residence, their parents's education and their vocational choices in school. Their end term grades as well as the grades of the following relevant subjects were also registered: native-language, foreign language, history, math and physics. The findings of a gradational regressive analysis disclosed that of the analysed variables onlythe following proved to be predictive in relation to the general school academic-concept of the examinees: place of residence, the native language and math grades and the measurements of the classroom dimension of individualization and personal development. Taken together these account for 42 percent of the variance of the general academic selfconcept. The variance of the specific academic self-concept within the language-historical subjects is explained, up to 50 percent, by the following predictive variables: the variable of gender, grades from the native language, the foreign language, history and math, as well as by measurements of the classroom dimension of individualization and personal development. The following variables proved to be significant predictors explaining 61 percent of the variance of the specific academic math-physics self-concept: choice of vocation, grades from history, math and physics, as well as the measurements of the classroom dimension of individualization and personal development.