Аkademske emocije u vannastavnim aktivnostima i školski uspjeh učenika
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Cilj istraživanja je ispitati povezanost između samoprocjena učenika o prisutnosti prijatnih i neprijatnih emocija u vannastavnim aktivnostima sa opštim školskim uspjehom i školskim uspjehom iz pojedinih nastavnih predmeta, te da li postoji povezanost između procjena i samoprocjena učenika o vrijednostima vannastavnih aktivnosti sa opštim školskim uspjehom i školskim uspjehom iz pojedinih nastavnih predmeta. Primijenjen je instrument Upitnik vannastavnih aktivnosti u školi (VNAUŠ), kao i evidentne liste za bilježenje zaključnih ocjena i opšteg školskog uspjeha. Rezultati istraživanja ukazuju da su ostvarene slјedeće korelacije: pozitivna veza između opšteg školskog uspjeha i prijatnih emocija, negativna veza između opšteg školskog uspjeha i neprijatnih emocija i pozitivna veza između procjena i samoprocjena učenika o vrijednostima vannastavnih aktivnosti sa opštim školskim uspjehom i većim dijelom pozitivna veza sa školskim uspjehom iz pojedinih nastavnih predmeta. Dobijeni nalazi istraživanja ukazuju na potrebu kvalitetnijih programa vannastavnih aktivnosti u cilju podsticanja svih potencijala učenikove ličnosti, zadovoljavanja njegovih potreba i interesovanja u želji za samoaktualizacijom. U narednim istraživanjima neophodno je primijeniti različite kooperativne modele, zatim programe socijalno-emocionalnog učenja namijenjenog učenicima, te eksperimentalno provjeriti njihovu efikasnost u vaspitno-obrazovnom radu u školi.
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Burić, I. (2008). Uloga emocija u obrazovnom kontekstu – Teorija kontrole i vrijednosti. Suvremena Psihologija, 11(1), 77–92.
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Ćoso, B. (2012). Strah od škole i zadovoljstvo učiteljima. Napredak, 153(3-4), 443 - 461.
Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and adolescent adjustment. Journal of leisure research, 37(1), 51–76. https://doi.org/10.1080/00222216.2005.11950040
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Dubovicki, S. (2016). Kreativnost u sveučilišnoj nastavi. Sveučilište Josipa Jurja Strossmayera, Fakultet za odgojne i obrazovne znanosti.
Durlak, J. A., & Weissberg, R. (2007). The impact of after-school programs that promote personal and social skills. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59(4), 865–889. https://doi.org/10.1046/j.0022-4537.2003.00095.x
Eccles, J. A. (2017). Participation in Extracurricular Activities in the Middle School Years: Are There Developmental Benefits for African American and European American Youth? Journal of Youth and Adolescence, 1029–1043. https://doi.оrg/10.1007/s10964-008-9309-4
Ekman, P. (1970). Universal facial expressions of emotions. California Mental Health Digest 8/7. Department of Mental Hygiene, Bureau of Research. Sacramento, California. 151–158.
Ekman, P., Friesen, V.W., Ellsworth, P. (1972). Emotion in the Human Face: Guidelines for Research and an Integration of Findings (General Psychology). Pergamon Press.
Figlio, D. N., & Lucas, M. E. (2004). “Do High Grading Standards Affect Student Performance. Journal of Public Economics 88(9–10), 1815–1834. https://doi.org/10.1016/S0047-2727(03)00039-2
Fredricks, J. A., & Eccles, J. S. (2005) Developmental benefits of extracurricular involvement: Do peer characteristics mediate the link between activities and youth outcomes? Journal of Youth and Adolescence, 34(6), 507–520. https:// doi.org/10.1007/s10964-005-8933-5
Garakani, A., Zhai, Z. W., Hoff, R. A., Krishnan-Sarin, S., & Potenza, M. N. (2021). Gaming
to relieve tension or anxiety and associations with health functioning, substance use and physical violence in high school students. Journal of Psychiatric Research, 140, 461–467.
Ginosyan, H., Tuzlukova, V., & Ahmed, F. (2020). An Investigation into the Role of Extracurricular Activities in Supporting and Enhancing Students' Academic Performance in Tertiary Foundation Programs in Oman Theory and Practice in Language Studies, Vol. 10(12), 1528–1534. http://dx.doi.org/10.17507/tpls.1012.03
Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The future of children, 27(1), 13–32.
Griethuijsen, R. A. L. F., Eijck, M. W., Haste, H., Brok, P. J., Skinner, N. C., Mansour, N., et al. (2014). Global patterns in students’ views of science and interest in science. Research in Science Education, 45(4), 581–603. https://doi.org/10.1007/s11165-014-9438-6
Xie, F., & Derakhshan, A. (2021). A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context. Conceptual Analysis, 12, 1–10. https://doi.org/10.3389/fpsyg.2021.708490
Ilić, M. (2017). Školska pedagogija. Filozofski fakultet u Banjoj Luci.
Isen, A. M. (2002). A role of neuropsychology in understanding the facilitating influence of
positive affect on social behavior and cognitive process. U: C. R. Snyder i S. J.Lopez (Eds.), Handbook of positive psychology, 528Ñ540. New York: Oxford University Press.
Jurčić, M. (2008). Učiteljevo zadovoljstvo temeljnim čimbenicima izvannastavnih aktivnosti. Život i škola.
Jussim, L., & Harber, K. D. (2005). Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies. Personality & Social Psychology, 9(2), 131–155. https://doi.org/10.1207/s15327957pspr0902_3
Khamsuk, A., & Whanchit, W. (2021). Storytelling: An alternative home delivery of english vocabulary for preschoolers during COVID-19’s lockdown in southern Thailand. South African Journal of Childhood Education, 11(1), 1–13. http://dx.doi.org/10.4102/sajce.v11i1.897
Kholmatovich, A. Q., & Ramilovich, B. R. (2023). Extracurricular activities of schoolchildren: concept, goals, types, approximate planning. Science and Innovation, 2(4), 199–205. https://doi.org/10.5281/zenodo.7824339
Kovačević, B., & Ramadanović, E. (2016). Primarne emocije u hrvatskoj frazeologiji.
Rasprave: Časopis Instituta za hrvatski jezik i jezikoslovlje, 42(2), 505-527. https://hrcak.srce.hr/file/262026
Lau, H. H., Hsu, H. Y., Acosta, S., & Hsu, T. L. (2014). Involvement in Extracurricular Activities and Overcoming High Levels of Communication Apprehension among Saudi EFL Majors Arab World English Journal (AWEJ), 12(2), 185–208. https://dx.doi.org/10.24093/awej/vol12no2.13
Larson, R., Jarrett, R., Hansen, D., Pearce, N., Sullivan, P., Walker, K., Watkins, N., & Wood, D. (2004). Organized Youth Activities as Contexts for Positive Development. In P. A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp. 540–560). John Wiley & Sons, Inc. https://doi.org/10.1002/9780470939338.ch33
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