小学生学业成绩不佳的社会表征:教师的视角

EcoSoEn Pub Date : 2024-01-01 DOI:10.54481/ecosoen.2023.3.07
Magda Tufeanu, Viorel Robu
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引用次数: 0

摘要

成功的学校适应是儿童和青少年成长过程中的一个关键因素。当今全球社会的特点是经济、社会和文化的快速变化。因此,学业成绩不佳是一个风险因素,会对儿童期向成年期的过渡产生负面影响。本研究探讨了教师对小学生学业成绩不佳的社会表征。参与者(人数 = 81;平均工龄 = 15.4 年)完成了一项基于自由联想技术的标准化任务。通过词义分析和原型分析,对联想的整体结构进行了分析。结果表明,在学业成绩不佳的原因和后果这两个维度上存在联想。在对研究结果进行分析时,还参考了可用于预防和减少学业成绩不佳的实际措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Social representation of academic underachievement among primary school students: a teachers’ perspective
Successful school adjustment is a key factor for the developmental trajectory of children and adolescents. Today’s global society is characterized by rapid economic, social and cultural changes. Therefore, academic underachievement is a risk factor that can negatively impact the transition from childhood to adulthood. This study examines the social representation that teachers have of academic underachievement among primary school students. The participants (N = 81; average length of service = 15.4 years) completed a standardized task based on the free association technique. The universe of associations was structured using lexical-semantic analysis, as well as prototypical analysis. The results indicate a clustering of associations along two dimensions regarding the causes and consequences of academic underachievement. The findings are analyzed with reference to practical measures that can be adopted to prevent and reduce academic underachievement.
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