Socio-pedagogical Characteristics of Students Who Need Additional Help in Learning and Behaviour Modification: Elements of School-based Preventive Program / Socijalnopedagoška obilježja učenika kojima treba dodatna pomoć u učenju i korekciji ponašanja

Abstract

The aim of this paper is to examine students' sociodemographic, pedagogical, andbehavioural characteristics and correlate them to the assessed need for additionalhelp in learning and behaviour modification. There were 300 students from the firstto the eighth grade of elementary school participating in the research. Form teachersvoluntarily made assessments completing an anonymous questionnaire. Resultsindicated that those students who were older and unpopular, with poorer academicperformance and lower socioeconomic status were in greater need of additional helpin learning, regardless of students' gender. Prosocial and cooperative behaviouralpatterns, which are present in students who do not need additional help in learning,have not been identified in these students. Moreover, the results suggested that studentswho needed additional help in behaviour modification regardless of their age andgender, were those with poorer academic performance, unpopular students, and thosewith a lower socioeconomic status. The behaviour of these students corresponds toaggressive and winning-seeking patterns, as opposed to their peers who do not needbehaviour modification. There is a relatively larger quantity of students who need additional help in learning among those who need additional help in behaviourmodification. Data gained from this research could be useful for planning elementsof school-based preventive programs which have been recommended according to theobtained indicators.Keywords: behavioural patterns in conflict situations; behavioural problems; learningdifficulties; prosocial and aggressive behaviour; students with disabilities.---SažetakCilj je rada ispitati neka sociodemografska, pedagoška i ponašajna obilježja učenikate ih dovesti u relaciju s procjenom potrebe za dodatnom pomoći u učenju i zakorekcijom ponašanja. U istraživanju je sudjelovalo 300 učenika od prvog do osmograzreda osnovne škole iz Rijeke. Anonimne i dobrovoljne procjene davali su njihovirazrednici. Istraživanje je pokazalo da u većoj mjeri dodatnu pomoć u učenju trebajustariji i nepopularniji učenici, učenici slabijega akademskog uspjeha, lošijega SES-a,pri čemu je zastupljenost oba spola podjednaka. Kod navedenih/spomenutih učenikane uočava se obrazac prosocijalno-suradničkoga ponašanja koji je prisutan uponašanju njihovih vršnjaka kojima nije potrebna pomoć u učenju. Rezultatisu pokazali da dodatnu pomoć u korekciji ponašanja podjednako trebaju učenicisvih dobi i oba spola, učenici slabijega uspjeha, nepopularniji i lošijeg SES-a. Ovise učenici ponašaju prema pobjeđujuće-agresivnom obrascu za razliku od njihovihvršnjaka kojima ne treba korekcija u ponašanju. Razmjerno je više učenika kojimatreba dodatna pomoć u učenju među onim učenicima kojima treba dodatna pomoć ukorekciji ponašanja. Rezultati mogu biti korisni pri planiranju elemenata preventivnihškolskih programa koji se preporučuju s obzirom na dobivene pokazatelje.Ključne riječi: obrasci ponašanja u sukobima; problemi u ponašanju; prosocijalnoi agresivno ponašanje; teškoće u učenju; učenici s teškoćama.