The phenomenon of high school students’ academic laziness and satisfaction with the attitude of significant relatives

Abstract

Introduction. The phenomenon of students’ academic laziness is an urgent and even topical problem for all subjects of the educational system – difficulties arise both for students and significant adults. The research purpose is to develop and test a methodology for studying the possible links between the phenomenon of academic laziness and students’ assessment of satisfaction with relationships with significant relatives. Materials and methods. The study was conducted in the context of the methodology of the ecopsychological approach to understanding the development of the psyche, in which the activity of an individual determines the formation of a subject of educational activity. The study involved 269 students in grades 7–11 of the Moscow general education school. Schoolchildren were offered two methods aimed at studying the phenomenon of academic laziness, as well as a personal resource, including an assessment of the attitude of significant adults and classmates. Methods of mathematical statistics such as Cronbach’s alpha and Spearman’s rank correlation coefficient were used. Research results. Methodology “Academic Laziness or Reasons for Unwillingness to Learn” was tested on 269 students in grades 8-11; the second methodology “Personal Resource of Subjectivity Formation” was tested on 402 students in grades 7-11. The proposed article uses the results of the third block – students’ assessment of the attitude of significant adults and classmates. The results of the correlation analysis show statistically significant relationships between the identified causes of academic laziness and the nature of the assessment of satisfaction with relationships with significant people, namely: dissatisfaction with the teachers’ attitude (-0.508), relationships with parents (-0.467); poor health of a schoolchild at school (-0.401) and in the family (-0.414); low level of understanding of the meaning of schooling (-0.302) and in the family (-0.376) at a significance level p<0.001. Discussion of results and conclusion. The assumption that the phenomenon of academic laziness and students’ assessment of significant relationships can be considered as related phenomena was confirmed. It was revealed that satisfaction with the attitude of significant adults will contribute to the student’s learning activity. The methodology “Academic Laziness, or Reasons for Unwillingness to Learn” can be considered as a tool for organizing a corrective psychological space in the field of optimizing the schoolchildren’s educational activities.