Page 182 - Šolsko polje, XXVIII, 2017, no. 5-6: Znanje, motivacija in pogoji učenja v luči mednarodnih primerjav TIMSS in PISA, ur. Barbara Japelj Pavešić in Klaudija Šterman Ivančič
P. 182
šolsko polje, letnik xxviii, številka 5–6
obravnavanju različnih oblik nasilja. Rezultati študije nedvomno nakazu-
jejo, da se pojavnost nasilja pomembno povezuje s šolsko klimo, tj. v našem
primeru s pripadnostjo šoli in z zaznavanjem učitelja kot nepravičnega. V
tem kontekstu bi bilo s pomočjo regresijskih metod pomembno nadalje
raziskati dejansko moč učinkov omenjenih vidikov šolske klime na po-
javnost nasilja v različnih izobraževalnih programih, pri omenjenih anal-
izah pa vključiti tudi dejavnike socialnega in ekonomskega ozadja dijakov
ter dijakinj. Na ta način bi lahko bolje identificirali dejansko pomemb-
nost krepitve šolske klime in pripadnosti šoli pri naslavljanju problema-
tike nasilja, tako v osnovnih kot srednjih šolah.
Literatura
Astor, R.A. in Meyer, H.A. (2001). The conceptualization of violence –
prone school subcontexts. Is the sum of the parts greater than the
whole? Urban Education, 36, 374–399.
Berkowitz, R. in Benbenishty, R. (2012). Perceptions of teachers’ support,
safety, and absence from school because of fear among victims, bullies,
and bully-victims. American Journal of Orthopsychiastry, 1, 67–74.
Chang, L., Liu, H., Fung, K. Y., Wang, Y., Wen, Z., Li, H. in Farver, J. M.
(2007). The mediating and moderating effects of teacher preference on
the relations between students’ social behaviors and peer acceptance.
Merrill-Palmer Quarterly, 53, 603–630.
Chen, J. K. in Wei, H. S. (2011). The impact of school violence on self-es-
teem and depression among Taiwanese junior high school students.
Social Indicators Research, 100, 479–498.
Cohen, J. in Geier, V. K. (2010). School climate research summary: January
2010.
Dostopno na: http://www.schoolclimate.org/climate/documents/SCBrief_
v1n1_Nov2017.pdf.
Crick, N.R. in Bigbee, M.A. (1998). Relational and overt forms of peer vic-
timization: A multi-informant approach. Journal of Consulting and
Clinical Psychology, 66, 337–347.
Croninger, R.G. in Lee, V.E. (2001). Social capital and dropping out of high
school: Benefits to at-risk students of teachers’ support and guidance.
Teachers College Record, 103, 548–581.
Doupona, M. (2017). Mednarodna raziskava bralne pismenosti PIRLS
2016: Povzetek rezultatov. Dostopno na: http://novice.pei.si/wp-con-
tent/uploads/sites/2/2017/12/PIRLS_povzetek.pdf
Durlak, J. A., Weissberg, R. P., Dymnicki, A., Taylor, R. D. in Schellinger,
K. (2011). The impact of enhancing students’ social and emotional
180
obravnavanju različnih oblik nasilja. Rezultati študije nedvomno nakazu-
jejo, da se pojavnost nasilja pomembno povezuje s šolsko klimo, tj. v našem
primeru s pripadnostjo šoli in z zaznavanjem učitelja kot nepravičnega. V
tem kontekstu bi bilo s pomočjo regresijskih metod pomembno nadalje
raziskati dejansko moč učinkov omenjenih vidikov šolske klime na po-
javnost nasilja v različnih izobraževalnih programih, pri omenjenih anal-
izah pa vključiti tudi dejavnike socialnega in ekonomskega ozadja dijakov
ter dijakinj. Na ta način bi lahko bolje identificirali dejansko pomemb-
nost krepitve šolske klime in pripadnosti šoli pri naslavljanju problema-
tike nasilja, tako v osnovnih kot srednjih šolah.
Literatura
Astor, R.A. in Meyer, H.A. (2001). The conceptualization of violence –
prone school subcontexts. Is the sum of the parts greater than the
whole? Urban Education, 36, 374–399.
Berkowitz, R. in Benbenishty, R. (2012). Perceptions of teachers’ support,
safety, and absence from school because of fear among victims, bullies,
and bully-victims. American Journal of Orthopsychiastry, 1, 67–74.
Chang, L., Liu, H., Fung, K. Y., Wang, Y., Wen, Z., Li, H. in Farver, J. M.
(2007). The mediating and moderating effects of teacher preference on
the relations between students’ social behaviors and peer acceptance.
Merrill-Palmer Quarterly, 53, 603–630.
Chen, J. K. in Wei, H. S. (2011). The impact of school violence on self-es-
teem and depression among Taiwanese junior high school students.
Social Indicators Research, 100, 479–498.
Cohen, J. in Geier, V. K. (2010). School climate research summary: January
2010.
Dostopno na: http://www.schoolclimate.org/climate/documents/SCBrief_
v1n1_Nov2017.pdf.
Crick, N.R. in Bigbee, M.A. (1998). Relational and overt forms of peer vic-
timization: A multi-informant approach. Journal of Consulting and
Clinical Psychology, 66, 337–347.
Croninger, R.G. in Lee, V.E. (2001). Social capital and dropping out of high
school: Benefits to at-risk students of teachers’ support and guidance.
Teachers College Record, 103, 548–581.
Doupona, M. (2017). Mednarodna raziskava bralne pismenosti PIRLS
2016: Povzetek rezultatov. Dostopno na: http://novice.pei.si/wp-con-
tent/uploads/sites/2/2017/12/PIRLS_povzetek.pdf
Durlak, J. A., Weissberg, R. P., Dymnicki, A., Taylor, R. D. in Schellinger,
K. (2011). The impact of enhancing students’ social and emotional
180
