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The Possibility for a Teacher to Reduce a Sense of Helplessness in Polish Language and Maths Lessons in the Fifth Year of Learning in Primary School

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Deptuła M. , Borsich S.

nr 4(134)

71-88

The article presents the results of empirical research, conducted according to quantitative strategy, on the significance for the level of school helplessness of the conditions of psychosocial development created for pupils in their fifth year of learning in primary school in relationships with teachers and peers and in relation to the grades received in Polish language and math classes throughout the school year. The regression analysis indicated that relationships with teachers exert the stronger impact on the level of helplessness, followed by school grades, and relationships with peers. The teacher can influence each of these factors. This means that the chances that pupils have of fulfilling the developmental task for the age of 7 to 12, in accordance with Erik H. Erikson’s stages of psychosocial development, are largely dependent on the teacher. Not only the successes in subsequent life stages but also the motivation to learn, creativity, flexibility of thinking and acting, persistence, and the emotions accompanying pupils while learning are dependent on a sense of competence. The care and attention of teachers given to ensure that every pupil can develop their competences and sense of agency according to their potential is in the interests of pupils, teachers, and society alike.

Problemy i potrzeby uczniów klas IV szkoły podstawowej w relacjach z rówieśnikami

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Deptuła M. , Borucka A.

2020

nr 56

57-84

Deptuła Maria, Borucka Anna, Problemy i potrzeby uczniów klas IV szkoły podstawowej w relacjach z rówieśnikami [Problems and Needs of 4th Grade Students in their Relations with Peers]. Studia Edukacyjne nr 56, 2020, Poznań 2020, pp. 57-84. Adam Mickiewicz University Press. ISSN 1233-6688. DOI: 10.14746/se.2020.56.4 The aim of the paper is to present the results of longitudinal questionnaire surveys carried out amongstudents of the 4th grade on their problems and needs in relations with peers. Method: Students from 17 classes from all IV grades existing in the 2017/2018 school year in public schools in Bydgoszcz took part in the study. An anonymous questionnaire containing 21 closed-end questions and open questions regarding the relationship with peers and teachers was used. Results: The qualitative analysis was used to distinguish categories of students’ statements, whichreferred to individual experiences related to (1) functioning among peers and (2) the social climate ofthe school. Quantitative analyses did not show any correlation between student statements and variables relatedto the school environment. In contrast, there was a correlation between the frequency of statementsabout changes in the class and the wishes related to the desirable behavior towards the respondentand the quality of the conditions of psychosocial development in relation with peers.

Sytuacje trudne oraz sposoby radzenia sobie z nimi przez uczniów w szóstym i siódmym roku nauki

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Misiuk A. , Deptuła M.

nr 70

133-148

The article brings an answer to the question of which situations students perceive as difficult and which coping strategies they rely on. The study, consisting of two surveys, was carried out in the school year 2021/2022 and was conducted in 22 classes in the sixth and seventh years. Teams were drawn from all such classes in state primary schools in one lager city. The questionnaire How Do You Cope by Zygfryd Juczyński and Nina Ogińska-Bulik was used for the diagnosis. Analysis of the results shows that girls and boys differ in their perception of difficult situations. In the girls’ group, both in the first and second survey, problems in relations with peers were indicated most frequently, and those concerning family relations were mentioned somewhat less frequently. Boys, however, most frequently indicated that difficult situations are those that concerned school. The second most frequently mentioned ones were difficulties in relationships with peers. Irrespective of the type of situation indicated by the respondents as difficult, the strategy consisting in seeking support was used least frequently and a focus on emotions was used most frequently.