Душан Ј. Ранђеловић, Универзитет у Приштини са приврменим седиштем у Косовској Митровици, Филозофски факултет, Косовска Митровица, Србија, имејл: dusan.randjelovic@pr.ac.rs
Ружица M. Михајловић, Универзитет у Приштини са приврменим седиштем у Косовској Митровици, Филозофски факултет, Косовска Митровица, Србија
Иновације у настави, XXXVIII, 2025/3, стр. 60–74

| PDF | | Extended summary PDF |
DOI: 10.5937/inovacije2503060R

Резиме: Полазећи од теорије контроле и вредности Пекруна, у раду се испитује веза између академских емоција и одељењске атмосфере. Циљ истраживања је испитивање повезаности одељењске атмосфере и емоција у настави, као и њихове везе са школским успехом. Узорак чини 200 ученика четвртог разреда из три средње школе у Косовској Митровици. Коришћени су: Упитник процене одељењске атмосфере, Упитник емоција постигнућа и Социодемографски упитник. Резултати показују да су позитивне емоције израженије од негативних током наставе. Димензија интеракција наставник–ученик позитивно корелира са уживањем и поносом, а негативно са олакшањем, бесом, анксиозношћу и досадом. Социјална атмосфера позитивно корелира са уживањем и поносом, а негативно са олакшањем, бесом, анксиозношћу и досадом. Осећај страха од неуспеха негативно корелира са поносом и уживањем, а позитивно са олакшањем, бесом, анксиозношћу и досадом. Емоционална атмосфера позитивно корелира са уживањем и поносом, а негативно са анксиозношћу и досадом. Уживање и понос слабо позитивно корелирају са школским успехом. Показано је да се школски успех може предвидети на основу димензија одељењске атмосфере и академских емоција са 10% објашњене варијансе. Резултати су разматрани у контексту других истраживања, а наведене су и импликације и ограничења овог истраживања.

Кључне речи: одељењска атмосфера, позитивне и негативне емоције у настави, школски успех, средњошколци

Summary: Based on Pekrun’s control-value theory, this paper examines the relationship between academic emotions and classroom climate. The aim of the research is to investigate the connection between classroom climate and emotions in teaching, as well as their relationship with academic achievement. The sample consists of 200 fourth-grade students from three secondary schools in Kosovska Mitrovica. The following instruments were used: Classroom Climate Assessment Questionnaire, Achievement Emotions Questionnaire, and Sociodemographic Questionnaire. The results show that positive emotions are more expressed than negative ones during classes. The teacher-student interaction dimension positively correlates with enjoyment and pride, and negatively with relief, anger, anxiety, and boredom. The social atmosphere positively correlates with enjoyment and pride, and negatively with relief, anger, anxiety, and boredom. The feeling of fear of failure negatively correlates with pride and enjoyment, and positively with relief, anger, anxiety, and boredom. The emotional atmosphere positively correlates with enjoyment and pride, and negatively with anxiety and boredom. Enjoyment and pride are weakly positively correlated with academic success. It was shown that academic success can be predicted based on the dimensions of the classroom climate and academic emotions with 10% of the explained variance. The results are compared with previous research, with possible implications and limitations of the research.

Keywords: classroom climate, positive and negative emotions in teaching, academic success, high school students.

Литература:

• Alić, B. (2019). Povezanost socio-emocionalne klime u razredu sa školskim uspjehom učenika. Filozofski fakultet Univerziteta u Sarajevu, Odsjek za pedagogiju.
• Andrilović, V., & Čudina, M. (1985). Psihologija učenja i nastave. Školska knjiga.
• Ahmed, I., Hamzah, A. B., & Abdullah, M. N. L. Y. B. (2020). Effect of Social and Emotional Learning Approach on Students’ Social-Emotional Competence. International Journal of Instruction, 13(4), 663–676. https://doi.org/10.29333/iji.2020.13441a
• Bilić, V. (2001). Uzroci, posljedice i prevladavanje školskog neuspjeha. Hrvatski pedagoško-književni zbor.
• Boekaerts, M. (2007). Understanding Students’ Affective Processesin the Classroom. In P. Schutz., & R. Pekrun (Eds). Emotion in Education (pp. 37–56). Elsevier Academic Press. https://doi.org/10.1016/B978-012372545-5/50004-6
• Božić, B. (2013). Stvarno i poželjno razredno ozračje u osnovnoj školi. Život i škola 61(1), 93–101.
• Brdovčak, B. (2017). The relationship between achievement emotions, appraisals of control and value, and academic success. Croatian Journal of Education, 19(3), 29–41. https://doi.org/10.15516/cje.v19i0.2744
• Burić, I. (2008), Uloga emocija u obrazovnom kontekstu – teorija kontrole i vrednosti. Suvremena psihologija, 11(1), 77–92.
• Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232. https://doi.org/10.1037/0022-3514.72.1.218
• Ellsworth, P. C., & Tong, E. M. W. (2006). What does it mean to be angry at yourself? Categories, appraisals, and the problem of language. Emotion, 6(4), 572–586. https://doi.org/10.1037/1528-3542.6.4.572
• Finlayson, M. (2014). Addressing Math Anxiety in the Classroom. Improving Schools, 17, 99–115. https://doi.org/10.1177/1365480214521457
• Frenzel, A. C. (2014). Teacher Emotions. In R. Pekrun, & A. Linnenbrink (Eds.). International Handbook of Emotions in Education (pp. 494–519). Routledge.
• Gosarić, D. (2020). Uloga emocija u nastavi primarnog obrazovanja (diplomski rad). Učiteljski fakultet Sveučilišta u Zagrebu.
• Habulin, L. (2016). Razredno-nastavno ozračje i komunikacija (završni rad). Sveučilište u Rijeci, Filozofski fakultet, Odsek za pedagogiju.
• Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76, 949–967. http://dx.doi.org/10.1111/j.1467-8624.2005.00889.x
• Hascher, T. (2007). Exploring Students’ Well-Being by Taking a Variety of Looks into the Classroom. Hellenic Journal of Psychology, 4(3), 331–349.
• Huang, S. L. (2003). Antecedents to psychosocial environments in middle school classrooms in Taiwan. Learning Environments Research, 6, 119–135. https://doi.org/10.1023/A:1024978318362
• Hughes, J. N., & Cavell, T. A. (1999). Influence of the teacher-student relationship in childhood conduct problems: A prospective study. Journal of clinical child psychology, 28(2), 173–184. https://doi.org/10.1207/s15374424jccp2802_5
• Jurčić, M. (2006). Uloga ispitne anksioznosti u zadovoljstvu učenika razredno-nastavnim ozračjem. Napredak, 147(2), 191–202.
• Kolak, A., i Majcen, M. (2011). Emocionalne reakcije učenika u nastavnom procesu kao poticaj u razvoju kreativnosti. U G. Gojkov, i A. Stojanović (ur.). Zbornik radova, 13: Daroviti u procesu globalizacije (str.361–298). Visoka škola strukovnih studija za obrazovanje vaspitača „Mihailo Palov” i Universitatea de Vest „Aurel Vlaicu”.
• Koludrović, M., i Kalebić-Jakupčević, K. (2017). Odnos razrednog ozračja i školskog uspjeha učenika osnovnoškolske dobi. Školski vhesnik, 66(4), 557–571.
• Kragulj, S. (2011). Odgojno-obrazovna klima u sveučilišnoj nastavi. Život i škola, 57, 35–60.
• Krnjajić, S. (2002). Socijalni odnosi i obrazovanje. Institut za pedagoška istraživanja.
• Kuppens P., Van Mechelen I., & Rijmen F. (2008). Towards disentangling sources of individual differences in the experience of anger. Journal of Personality, 76, 969–1000. https://doi.org/10.1111/j.1467-6494.2008.00511.x
• Lei, H., Cui, Y., & Chiu, M. M. (2018). The relationship between teacher support and students’ academic emotions: A meta-analysis. Frontiers in Psychology, 8, Article 2288. https://doi.org/10.3389/fpsyg.2017.02288
• Méndez, M. (2011). The motivational properties of emotions in Foreign Language Learning. Colombian Applied Linguistics Journal, 13(2), 43–59.
• Panik, M. (2005). Advanced Statistics from an Elementary Point of View. Elsevier Academic Press.
• Pekrun, R. (2006). The control – value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
• Pekrun, R., & Stephens, E. J. (2009). Goals, emotions, and emotion regulation: Perspectives of the controlvalue theory. Human Development, 52(6), 357–365. https://doi.org/10.1159/000242349
• Pekrun, R., & Stephens, E. J. (2010). Achievement emotions: A control-value approach. Social and Personality Psychology Compass, 4(4), 238–255. https://doi.org/10.1111/j.1751-9004.2010.00259.x
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91–105. http://dx.doi.org/10.1207/S15326985EP3702_4
• Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring Emotions in Students’ Learning and Performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
• Perkins, R. E., & Hill, A. B. (1985). Cognitive and affective aspects of boredom. British Journal of Psychology, 76(2), 221–234. https://doi.org/10.1111/j.2044-8295.1985.tb01946.x
• Petrešević, Đ., i Sorić, I. (2009). Učeničke emocije i njihovi prediktori u procesu samoregulacije učenja. Društvena istraživanja, 20(1), 211–232. https://doi.org/10.5559/di.20.1.11
• Radišić, J., Videnović, M., i Baucal, A. (2015). Math Anxiety – Contributing School and Individual Level Factors. Europian Journal of Psychology of Education, 30(1), 1–20. https://doi.org/10.1007/s10212-014-0224-7
• Ranđelović, D., i Dimić, D. (2019). Connection between classroom climate and academic performance. Teaching, Learning and Teacher Education, 3(2), 83–93. https://doi.org/10.22190/FUTLTE1902083R
• Ranđelović, D., i Mihajlović, R. (2021). Emocije u obrazovnom kontekstu i procena kvaliteta postojećih platformi za onlajn nastavu na teritoriji Kosova i metohije. Baština, 31(55), 297–322.
  https://doi.org/10.5937/bastina31-34257
• Schutz, P. A., Hong, J., Cross, D. I., & Osbon, J. N. (2006). Reflections on Investigating Emotion in Educational Activity Settings. Educational Psychology Review, 18, 343–360.
  https://doi.org/10.1007/s10648-006-9030-3
• Stanković-Janković, T., i Gojković, V. (2015). Emocije u nastavi likovne kulture. Naša škola, 76(1), 5–15.
• Stolp, S., & Smith., S. C. (1994). School Culture and Climate: The Role of the Leader. Oregon School Study Council.
• Stojaković, P. (2011). Psihologija obrazovanja 2. Filozofski fakultet Univerziteta u Banja Luci.
• Thapa, A., Cohen, J., Higgins-D’Alessandro, & Gueffey, S. (2013). A Review of School Climate Research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907
• Tracy, J. L., & Robins, R. W. (2007). The self in self-conscious emotions: A cognitive appraisal approach. In J. L. Tracy, R. W. Robins, & J. P. Tangney (Eds.). The self-conscious emotions: Theory and research (pp. 443–467). Guilford.
• Weiner, B. (1985). ’Spontaneous’ causal thinking. Psychol Bull, 97(1), 74–84. https://doi.org/10.1037/0033-2909.97.1.74

Copyright © 2025 by the publisher Faculty of Education, University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited.