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Specijalna edukacija i rehabilitacija
2012, vol. 11, br. 4, str. 637-655
jezik rada: srpski
vrsta rada: pregledni članak
doi:10.5937/specedreh11-3104


Značaj modela samoefikasnosti u vaspitno-obrazovnom radu sa adolescentima
Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju

e-adresa: biljanamilanovicdobrota@gmail.com

Sažetak

Referentni okvir rada baziran je na Bandurinom konceptualnom modelu samoefikasnosti. Teorija samoefikasnosti je zasnovana na ideji važnosti subjektivnog doživljaja personalne kompetencije u realizaciji različitih ciljeva i zadataka, a ne na realnim znanjima i veštinama. Zagovara recipročni kauzalitet u kome se osoba holistički posmatra kroz dinamičko dejstvo ličnih faktora (kognitivni, emocionalni i biološki), faktora okoline i faktora ponašanja. Razvoj samoefikasnosti snažno determiniše buduće ponašanje osobe u ostvarivanju cilja jer pokreće akciju, određuje količinu napora koji treba uložiti, istrajnost pri suočavanju s preprekama i rezilijentnost u neželjenim situacijama. Za procenu samoefikasnosti koriste se mnoge skale (npr. Skala dečje samoefikasnosti, Skala samoefikasnosti roditelja, Skala samoefikasnosti nastavnika i dr.) koje se sastoje od više supskala, a koje u velikoj meri mogu doprineti razumevanju adolescenata, predviđanju njihovog funkcionisanja zavisno od kontekstualne oblasti koja se procenjuje. Ranija istraživanja su potvrdila uticaj samoefikasnosti učenika na njihova akademska postignuća, profesionalne aspiracije i prosocijalno ponašanje. Poslednjih godina sve je više istraživanja koja ispituju ulogu samoefikasnosti kod poremećaja u ponašanju, kao što je vršnjačka agresija, konzumiranje cigareta, narkomanija, preterana upotreba interneta i sl.

Ključne reči

teorija samoefikasnosti; razvoj samoefikasnosti; procena samoefikasnosti

Reference

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