ФАКТОРИ ОСЕЋАЈА ПРИПАДНОСТИ ШКОЛИ: БРОНФЕНБРЕНЕРОВ ТЕОРИЈСКИ МОДЕЛ КАО ПОЛАЗНИ ОКВИР ТУМАЧЕЊА
DOI:
https://doi.org/10.22190/TEME220805024TKljučne reči:
припадност школи, индивидуални фактори, школски фактори, био-психо-социо-еколошки моделApstrakt
Осећај припадности школи сматра се протективним и промотивним фактором који утиче на широк спектар академских и развојних исхода код ученика. Међутим, досадашња истраживачка настојања нису била претерано фокусирана на испитивање фактора и процеса који се налазе у његовој основи, те се у литератури идентификује недостатак јасног модела деловања који школски актери треба да примене зарад његовог унапређивања и, последично, уживања његових бенефита. Основни циљ рада је анализа релевантне литературе ради идентификовања фактора који доприносе развоју осећаја припадности школи код ученика. У складу са основним поставкама адаптираног Бронфенбренеровог био-психо-социо-еколошког модела припадности школи, резултати спроведеног прегледа указују на то да је осећај припадности школи системске природе, те да су његов развој и интензитет детерминисани вишеструким искуствима, интеракцијама и факторима који уобичајено егзистирају на индивидуалном, школском релационом и контекстуалном нивоу. Иако рад пружа почетне увиде у факторе који доприносе развоју осећаја припадности школи, неопходна су даља истраживања ових фактора која ће испитати њихово предиктивно дејство, обезбедити могућност дефинисања јасног модела деловања, те представљати полазну основу за конципирање адекватних интервенција.
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