Educational support to students with behavioral problems in elementary school / Odgojno obrazovna podrška učenicima s problemima u ponašanju u osnovnoj školi
Authors: Bukvić Zlatko 
Published: August 2023

The relationship between behavioral problems and problems in education is an important aspect of student school success. It has been proven that behavioral problems correlate negatively with the overall student academic, educational and social success, and beside that they are frequent cause of student failure, behavioral problems are also a reaction to disadvantageous school context. The existence of risk factors in the school environment, like a language of non-acceptance, inequality of demand and opportunities, educational practices and inappropriate teaching strategies adversely contributes to the student behavioral problems that would not be manifested in some other context. Lack of adequate support for students with behavioral problems is associated with their own experience and sense of incompetence. The aim of this paper is to describe the behavioral problems of elementary school students and to determine whether they are related to the support provided by their teachers. Behavioral problems are described by analyzing the frequency of manifesting some behavioral problems with respect to the age and gender of the student. Relationships to behavioral problems with support provided by their teachers have been analyzed through a correlation analysis of the provided and received support in the educational process and manifesting problems in student behavior. The survey sample consists of students and their teachers from 4, 6, and 8 grades. The results show that externalized behavioral problems are more manifested in population of male students. In relation to the chronological age or grade that students attend there are no significant differences in the manifestation of externalized and internalized behavioral problems and difficulties in learning. Teachers significantly more warnings and rules reminder direct to male students, and primary classroom teachers more often praise their students. Significant correlations have been identified between externalized, internalized and problems in the students' tasks performance and estimated experience of justness, equality and demanding teachers. Key words: externalized and internalized behavioral problems, individualized approach, teacher's interest, teacher relationshipSažetak Povezanost problema u ponašanju s problemima u obrazovanju predstavlja važan aspekt školskog uspjeha učenika. Dokazano je da problemi u ponašanju recipročno negativno koreliraju sa školskim općim akademskim, odgojnim i socijalnim uspjehom učenika, a osim što su česti uzrok neuspjeha učenika, problemi u ponašanju su reakcija na nepovoljni školski kontekst. Postojanje rizičnih čimbenika u školskom okruženju poput jezika neprihvaćanja, neujednačenosti zahtjeva i mogućnosti, odgojnih postupaka i neprilagođenih strategija poučavanja nepovoljno doprinosi pojavi problema u ponašanju učenika koji se u nekim drugim situacijama ne bi manifestirali. Izostanak primjerene potpore učenicima s problemima u ponašanju povezuje se s njihovim doživljajem vlastite nekompetentnosti. Cilj ovog rada je opisati probleme u ponašanju učenika osnovne škole i utvrditi jesu li oni povezani s podrškom koju im pružaju njihovi učitelji. Problemi u ponašanju su opisani putem analize učestalosti manifestiranja pojedinih problema u ponašanju s obzirom na dob i spol učenika. Povezanost problema u ponašanju s podrškom koju im pružaju njihovi učitelji analizirana je putem korelacijske analize procjene pružene i primljene podrške u odgojno-obrazovnom procesu i manifestiranja problema u ponašanju učenika. Uzorak istraživanja čine učenici i njihovi učitelji iz 4., 6., i 8. razreda. Dobiveni rezultati pokazuju da eksternalizirane probleme u ponašanju značajnije više manifestiraju učenici muškog spola. Utvrđeno je da u odnosu na kronološku dob učenika nema značajnih razlika u manifestaciji eksternaliziranih i internaliziranih problema u ponašanju te teškoća u učenju. Učitelji značajno više opominju i upozoravaju na pravila muške učenike, a učitelji razredne nastave češće pohvaljuju svoje učenike. Utvrđene su značajne korelacije eksternaliziranih, internaliziranih i problema u izvršavanju zadataka učenika s procijenjenim doživljajem pravednosti, ravnopravnosti i zahtjevnosti učitelja. Ključne riječi: eksternalizirani i internalizirani problemi u ponašanju, individualizirani pristup, zainteresiranost učitelja, odnos učitelja