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Psihološka istraživanja
2020, vol. 23, br. 1, str. 43-61
jezik rada: srpski
vrsta rada: izvorni naučni članak
objavljeno: 14/07/2020
doi: 10.5937/PSISTRA23-24633
Creative Commons License 4.0
Medijatorski efekti matematičke anksioznosti u relaciji između očeve uključenosti u podučavanje i matematičkog postignuća učenika ranog osnovnoškolskog uzrasta
Univerzitet u Novom Sadu, Filozofski fakultet, Odsek za psihologiju

e-adresa: ilijamilovanovic@ff.uns.ac.rs

Sažetak

Dosadašnja ispitivanja matematičke anksioznosti kod učenika ranog osnovnoškolskog uzrasta ukazuju na značajne negativne efekte koje ona ostvaruje na različite obrazovne ishode, a posebno na matematičko postignuće. Kada se govori o činiocima anksioznosti u vezi sa učenjem matematike, jedan od dominantnijih trendova ispitivanja usmeren je na analizu socijalnih faktora njenog javljanja, odnosno na ponašanja roditelja i učitelja. Međutim, vrlo je Mali broj istraživanja koji dovodi u vezu ponašanja očeva, javljanje matematičke anksioznosti kod deteta i matematičkog postignuća, s obzirom na to da su do sada većinom bile ispitivane majke, kao roditelj koji je više usmeren na obrazovanje i vaspitanje deteta u poređenju sa očevima. Cilj ovog istraživanja usmeren je ka ispitivanju medijatorske uloge matematičke anksioznosti u relaciji između uključenosti očeva u proces podučavanja i matematičkog postignuća dece. Uzorak je sačinjen od 191 učenika (52.9% devojčica) ranog osnovnoškolskog uzrasta (II-IV razred) prosečne starosti 8.78 godina i njihovi očevi čija je prosečna starost iznosila 41 godinu. Istraživanje je sprovedeno u osnovnim školama na teritoriji Vojvodine. Rezultati pokazuju da anksioznost prilikom evaluacije znanja ima značajnu ulogu kao medijator u slučaju prethodnog pozitivnog iskustva oca sa matematikom i opaženih poteškoća prilikom učenja gradiva iz matematike. Pozitivno iskustvo očeva sa matematikom i opažene teškoće, osim što delom ostvaruju efekte preko matematičke anksioznosti, imaju i svoj direktan doprinos matematičkom postignuću deteta.

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