Николета М. Гутвајн, Институт за педагошка истраживања, Београд, Република Србија, имејл: gutvajnnikoleta@gmail.com
Марина М. Ковачевић Лепојевић, Институт за педагошка истраживања, Београд, Република Србија
Иновације у настави, XXXIII, 2020/3, стр. 1–13

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doi: 10.5937/inovacije2003001G 

Резиме: Разлике у школском постигнућу ученика повезују се са мноштвом фактора, а међу најзначајније убрајају се: породица, школа и личне карактеристике ученика. Социјални односи унутар породице, посебно између родитеља и деце, често се у литератури повезују са различитим аспектима школског прилагођавања и нивоом школског постигнућа ученика. Циљ истраживања представља сагледавање повезаности школског постигнућа са родитељским надзором и екстернализованим проблемима у понашању код београдских средњошколаца. Узорак чини петсто седам ученика оба пола, узраста од петнаест до осамнаест година. Подаци о екстернализованим проблемима прикупљени су путем ASEBA YSR/11-18, a о родитељском надзору путем Скале родитељског надзора (Parental monitoring Scale). Као критеријум школског постигнућа узет је успех средњошколаца на полугодишту. Хијерархијском мултиваријантном регресионом анализом утврђено је да испитиване варијабле објашњавају 13,9% испитиване варијансе школског постигнућа, при чему најзначајније ефекте остварују узраст (β=0.165) и самоизвештавање (β=0.210). Резултати истраживања су импликативни за унапређивање сарадње породице и школе.
Кључне речи: школско постигнуће, родитељски надзор, самоизвештавање, екстернализовани проблеми, ученици средње школе.

Summary: Differences in student school achievement are associated with many factors, the most significant ones being: family, school, and personal characteristics of students. Social relations within the family, especially between parents and children, are often associated in the literature with various aspects of school adjustment and the level of student achievement. The aim of this research is to investigate the correlation between school achievement, parental monitoring and externalising behavioural problems of Belgrade high school students. The sample consists of 507 students aged 15 to 18, of both sexes. The data on externalising problems were collected using ASEBA YSR / 11-18, and on parental monitoring by using the Parental Monitoring Scale. The mid-term scores of high school students were taken as a criterion for school achievement. Hierarchical multivariate regression analysis showed that the examined variables explain 13.9% of the examined variance of school achievement, with the most significant effects were observed regarding age (β = 0.165) and self-disclosure (β = 0.210). The results of the research are indicative of the need for improving the cooperation between the family and the school.
Keywords: school achievement, parental monitoring, self-disclosure, externalising problems, high school students.

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