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Η διακρίβωση του αυτοπροσδιορισμού μαθητών πρωτοβάθμιας εκπαίδευσης σε επικινδυνότητα για μαθησιακές δυσκολίες: η συμβολή των γνωστικών και μεταγνωστικών ικανοτήτων και των ευκαιριών πλαισίου

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Konstantinos Vouyoukas
Konstantinos Vouyoukas

Περίληψη


Εισαγωγή

Οι μαθητές σε επικινδυνότητα για μαθησιακές δυσκολίες διακρίνονται από περιορισμένες μεταγνωστικές δεξιότητες και αρνητικό αυτοσυναίσθημα, χαρακτηριστικά που επηρεάζουν αρνητικά την παρώθηση και τον αυτοπροσδιορισμό τους.

Στόχος της έρευνας

Η σκιαγράφηση του επιπέδου του αυτοπροσδιορισμού μαθητών πρωτοβάθμιας εκπαίδευσης σε επικινδυνότητα για μαθησιακές δυσκολίες, έτσι όπως αυτό αποτυπώνεται από τους ίδιους τους μαθητές και τις μητέρες τους.

Μέθοδοι

Το δείγμα της έρευνας αποτελούσαν 70 μαθητές της ΣΤ΄ τάξης δημοτικού και οι μητέρες τους.  Τριανταεπτά μαθητές ήταν μαθητές τυπικής ανάπτυξης και 33 ήταν μαθητές σε επικινδυνότητα για μαθησιακές δυσκολίες, σύμφωνα με την ελληνική στάθμιση του κριτηρίου μαθησιακής επάρκειας Detroit, DTLA-4. Για τη συλλογή των δεδομένων χρησιμοποιήθηκε η κλίμακα αυτοπροσδιορισμού AIR Self-Determination Scale.

Αποτελέσματα

Οι μαθητές σε επικινδυνότητα για μαθησιακές δυσκολίες εκτίμησαν ότι είναι λιγότερο αυτοπροσδιορισμένοι από τους τυπικής ανάπτυξης συμμαθητές τους. Όλες οι μητέρες θεώρησαν ότι το επίπεδο αυτοπροσδιορισμού των παιδιών τους βρίσκεται σε υψηλότερο επίπεδο από αυτό που θεωρούν τα ίδια τα παιδιά τους. Όλοι οι μαθητές είχαν την άποψη ότι οι ευκαιρίες για την καλλιέργεια του αυτοπροσδιορισμού δίνονται περισσότερο στην οικογένεια παρά στο σχολείο, σε αντίθεση με τις μητέρες τους.

Συμπεράσματα

Απαιτείται συνεργασία σχολείου-οικογένειας προς την κατεύθυνση της διδασκαλίας μεταγνωστικών δεξιοτήτων και της ανάπτυξης κινήτρων προκειμένου να καλλιεργηθεί ο αυτοπροσδιορισμός των μαθητών.


Λέξεις κλειδιά


Μαθησιακές δυσκολίες; Μεταγνωστικές δεξιότητες; Κίνητρα; Aυτοπροσδιορισμός

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