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Psihološka istraživanja
2016, vol. 19, br. 1, str. 63-82
jezik rada: srpski
vrsta rada: izvorni naučni članak
doi:10.5937/PsIstra1601063J

Creative Commons License 4.0
Razvoj PISA čitalačke kompetencije u srednjem obrazovanju
aCentar za obrazovne politike, Beograd
bUniverzitet u Beogradu, Filozofski fakultet

e-adresa: vjovanovic@cep.edu.rs

Projekat

Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije (MPNTR - 179018)

Sažetak

Osnovni cilj ovog rada jeste pružanje doprinosa odgovorima na pitanje o tome koji su najvažniji prediktori napretka u čitalačkoj kompetenciji koji učenik ostvari nakon dve godine srednjeg obrazovanja i da li se sklop prediktora napretka razlikuje od sklopa prediktora postignuća na testu čitalačke pismenosti i školskog uspeha izraženog kroz školske ocene. Iz uzorka koji je korišćen za istraživanje PISA 2009 koje je sprovedeno u Srbiji, učenici su nakon dve godine ponovno testirani PISA testom čitalačke pismenosti, kvazi-longitudinalno, mereći korelate postignuća u drugoj vremenskoj tački. Realizovani uzorak predstavlja 20 srednjih škola i 446 učenika. Izabrano je 14 prediktora koja su, prema dosadašnjim istraživanjima, pokazala najveću povezanost sa školskim postignućem. Rezultati pokazuju da prediktori objašnjavaju samo 13% varijanse napredovanja na testu čitalačke pismenosti (R=.36; R2=.13; F =12.97; p<.05) iako objašnjavaju 49% varijanse postignuća na njemu (R=.70; R2 197,18 =.49; F257,18 =12.97; p<.001), što otvara pitanje važnosti ranog učenja na napredovanje u čitalačkoj kompetentnosti. Kao najsnažniji prediktor i u jednoj i u drugoj analizi pokazala se autonomna forma ekstrinzičke motivacije koja, prema teoriji samodeterminacije, govori o shvatanju važnosti učenja za budući život i karijeru. Nešto drugačiji sklop korišćenih prediktora predviđa školski uspeh meren ocenama. Korišćenje metakognitivnih strategija nije značajan prediktor školskog uspeha a jeste prediktor postignuća na testu čitalačke pismenosti. Zajedno s nalazima koji ukazuju na korelaciju nižu od očekivane između postignuća na čitalačkoj pismenosti i školskog uspeha (r=.39; p<0.001) i generalno niže napredovanje Srbije na ovom testu u odnosu na procenjeno napredovanje zemalja OECD-a, ti rezultati govore u prilog zaključku da naš obrazovni sistem ne podstiče dovoljno razvoj čitalačkih kompetencija.

Ključne reči

PISA; čitalačka pismenost; napredak na čitalačkoj pismenosti; školski uspeh; korelati akademskog postignuća

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