| Abstract | Temeljni je cilj istraživanja utvrditi povezanost percipirane socijalno-komunikacijske komponente školske kulture i obrazaca ponašanja učenika osnovne škole u interpersonalnim sukobima. Istraživanje se sastoji od predistraživanja u kojemu je konstruirana Skala prijateljsko-suradničke komunikacije između učenika u školi – PSK i glavnoga istraživanja u kojemu je korišten integrirani Upitnik za učenike i učenice koji se sastoji od četiri skale: novokonstruirane Skale prijateljsko-suradničke komunikacije između učenika u školi – PSK-a, Skale školske klime i sukoba u školi (Puzić, Baranović, Doolan, Jokić i Ristić Dedić, 2011), Skale školske kulture (Higgins-D'Alessandro i Sadh, 1997) i Skale samoprocjene obrazaca ponašanja učenika u interpersonalnim sukobima – SOPUIS-a (Družinec i Vlah, 2015) na uzorku od 720 učenika iz 12 osnovnih škola u Krapinsko-zagorskoj županiji.
Rezultati pokazuju kako učenici često percipiraju socijalno-komunikacijsku komponentu školske kulture u svojoj školi (min = 0, max = 3, M = 2.02, SD = .43). Učenici se ponekad u sukobu ponašaju prema obrascu suradnje (min = 0, max = 4, M = 2.01, SD = .88), a uglavnom se ne ponašaju prema obrascima pobjeđivanja (min = 0, max = 4, M = .98, SD = .98) i izbjegavanja (min = 0, max = 4, M = 1.06, SD = .72). Pokazalo se kako nema statistički značajnih razlika između dječaka i djevojčica, kao ni između učenika 7. i 8. razreda u percepciji socijalno-komunikacijske komponente školske kulture na relaciji učenik – učenik. Djevojčice se češće ponašaju prema obrascima suradnje (min = 0, max = 4, M = 2.16, V = .78) i izbjegavanja (min = 0, max = 3.43, M = 1.15, V = .55), a dječaci prema obrascu pobjeđivanja (min = 0, max = 4, M = 1.12, V = .61). Učenici 7. i 8. razreda podjednako se ponašaju prema obrascima izbjegavanja i suradnje, dok su učenici 8. razreda skloniji pobjeđivanju (min = 0, max = 4, M = 1.11, V = .59) u sukobu. Učenici koji češće percipiraju socijalno-komunikacijsku komponentu školske kulture, češće u sukobu odabiru obrazac suradnje (r(708) = .19; p < .001). |
| Abstract (english) | The basic aim of the research is to determine the connection between the perceived social-communication component of school culture and the behaviour patterns of primary school students in interpersonal conflicts. The research consists of a pre-study in which the School-Friendly Communication Scale – PSK was constructed and the main research which included an integrated male and female Questionnaire. The questionnaire consists of four scales: the newly constructed School-Friendly Communication Scale, School Climate and Conflict Scale at School (Puzić, Baranović, Doolan, Jokić and Ristić Dedić, 2011), School Culture Scale (Higgins-D'Alessandro and Sadh, 1997) and Self-Assessment Scale of Student Behaviour Patterns in Interpersonal Conflicts – SOPUIS (Družinec and Vlah, 2015) on a sample of 720 students from 12 primary schools in Krapina-Zagorje County. The results show that students often perceive the social-communication component of school culture in their school (min = 0, max = 3, M = 2.02, SD = .43). Students in conflict sometimes behave according to the pattern of cooperation (min = 0, max = 4, M = 2.01, SD = .88), and generally do not behave according to the patterns of winning (min = 0, max = 4, M = .98, SD = .98) and avoidance (min = 0, max = 4, M = 1.06, SD = .72). It turned out that there are no statistically significant differences between boys and girls as well as between the 7th and the 8th grade students in the perception of the social-communication component of school culture in the student-student relationship. Girls are more likely to behave according to the patterns of cooperation (min = 0, max = 4, M = 2.16, V = .78) and avoidance (min = 0, max = 3.43, M = 1.15, V = .55), while boys act according to the pattern of winning (min = 0, max = 4, M = 1.12, V = .61). The 7th and the 8th graders behave equally according to patterns of avoidance and cooperation, while 8th graders are more prone to winning (min = 0, max = 4, M = 1.11, V = .59) in conflict. Students who more often perceive the social-communication component of school culture, choose the pattern of cooperation more(r(708) = .19; p<.001). |
