Остваривање пријатељских односа међу вршњацима у основној школи

Миља Б. Вујачић, Институт за педагошка истраживања, Београд, Србија, имејл: vujacicmilja@gmail.com
Рајка С. Ђевић, Институт за педагошка истраживања, Београд, Србија
Иновације у настави, XXXVI, 2023/1, стр. 54–69

| PDF | | Extended summary PDF |
DOI: 10.5937/inovacije2301054V

 

Резиме: У нашој земљи ретка су истраживања која су у фокусу имала испитивање пријатељских односа међу вршњацима у оквиру школског контекста, посебно оних које остварују ученици који имају тешкоће у развоју. Стога, циљ нам је био да добијемо увид у квантитет остварених пријатељских односа међу ученицима у одељењима редовне основне школе и да испитамо у којој мери развојне специфичности ученика (ученик има тешкоће у развоју / ученик нема тешкоће у развоју), пол, узраст, општи успех и ниво образовања мајке и оца предвиђају остваривање пријатељстава са вршњацима. Учествовало је укупно 120 ученика (28 девојчица и 92 дечака) из 36 одељења четвртог и осмог разреда осам основних школа са територије града Београда. Половину укупног узорка чинили су ученици који имају тешкоће у развоју, а другу половину ученици који немају развојне тешкоће. Примењена је социометријска техника вршњачких номинација (пријатељски однос је остварен уколико два ученика један другог номинују у оквиру питања Наведи до три ученика из одељења са којима би волео/ла да се дружиш). У обради података, поред дескриптивне статистике, примењен је регресиони модел који припада генерализованим линеарним моделима (Поасонова регресија). Резултати указују на то да број остварених пријатељстава ученика расте са узрастом, бољим школским успехом и вишим нивоом образовања родитеља, те да ученици који немају развојне тешкоће остварују већи број пријатељских односа са вршњацима у поређењу са ученицима који имају тешкоће у развоју. Налази регресионог модела потврђују да узраст и развојне специфичности ученика статистички значајно предвиђају остваривање пријатељских односа са вршњацима, док то није потврђено за пол, школски успех и ниво образовања мајке и оца. За ученике који немају тешкоће у развоју већа је вероватноћа да остваре пријатељске односе у поређењу са вршњацима који имају развојне тешкоће. Такође, за ученике осмог разреда већа је вероватноћа да остваре узајамни избор са вршњацима од ученика четвртог разреда. Издвојене су кључне импликације и предлози за будућа истраживања.

Кључне речи: пријатељски односи, ученици, одељења редовне основне школе, социометријски упитник, регресиони модел

 

Summary: In our country, there have been few studies focusing on the exploraion of friendly relations among peers in the school context, especially those established among the pupils with developmental difficulties. Therefore, our goal was to get an insight into the quatity of the established friendly relations among pupils in regular primary school classes and to examine to what extent the developmental specificities of the pupils (pupils with developmental difficulties/pupils without developmental difficiulties), gender, age, general school achievement, and mother’s and father’s level of education predict friendships with peers. A total of 120 pupils (28 girls and 92 boys) from 36 classes of the fourth and eighth grades from eight primary schools from the territory of the city of Belgrade participated in our research. A half of the total sample consisted of pupils with developmental difficulties, while the other half consisted of pupils without developmental difficulties. We applied a socio-metric technique of peer nominations (a friendly relationship is established if two pupils nominate each other in the question „Name up to three pupils that you would like to be friends with“). In terms of data processing, apart from descriptive statistics, we applied a regression model that belongs to generalized linear models (Poisson’s regression). The results indicate that the number of established friendships increases with pupils’ age, better school achievement, and parents’ higher level of education, and that pupils without developmental difficulties make more friendships with their peers than pupils with developmental difficulties. The findings of the regression model confirm that age and developmental specificities statistically highly predict the level of peer friendships, whereas this was not confirmed relative to pupils’ gender, school achievement, and parents’ level of education. The pupils without developmental difficulties are more likely to make friends with their peers than the pupils with
developmental difficulties. In addition, the eighth-grade pupils are more likely to establish mutual friendships than the fourth-grade pupils. We selected the key implications and offer suggestions for
further research.

Кeywords: friendly relations, pupils, primary school classes, socio-metric questionnaire, regression model

 

Литература

  • Asbjørnslett, M., Engelsrud, G. H. & Helseth, S. (2011). Friendship in all directions: Norwegian children with physical disabilities experiencing friendship. Childhood. 19 (4), 481–494.
    https:// doi.org/10.1177/0907568211428093
  • Avramidis, E. (2013). Self-concept, social position and social participation of pupils with SEN in mainstream primary schools. Research papers in education. 28 (4), 421–442. https://doi.org/10.1080/02671522.2012.673006
  • Avramidis, E., Avgeri, G. & Strogilos, V. (2018). Social participation and friendship quality of students with special educational needs in regular Greek primary schools. Journal of special Needs education. 33 (2), 221–234. https://doi.org/10.1080/08856257.2018.1424779
  • Baumeister, R. F. & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human-motivation. Psychological bulletin. 117 (3), 497–529. https://doi.org/10.1037/0033-2909.117.3.497
  • Berndt, T. J. (1982). The features and effects of friendship in early adolescence. Child Development. 53 (6), 1447–1460. https://doi.org/10.2307/1130071
  • Broomhead, K. E. (2019). Acceptance or rejection? The social experiences of children with special educational needs and disabilities within a mainstream primary school. Education. 3 (13), 877–888. https://doi.org/10.1080/03004279.2018.1535610
  • Bukowski, W. M., Newcomb, A. F. & Hartup, W. W. (Eds.). (1998). The company they keep: Friendship in childhood and adolescence. Cambridge University Press.
  • Celeste, M. (2006). Play Behaviors and Social Interactions of a Child Who Is Blind: In Theory and Practice. Journal of visual impairment & blindness. 100 (2), 75–90. https://doi.org/10.1177/0145482X0610000203
  • Cillessen, A. H. N. & Rose, A. J. (2005). Understanding popularity in the peer system, Current Directions in Psychological Science. 14 (2), 102–105. https://doi.org/10.1111/j.0963-7214.2005.00343.x
  • Cutts, S. & Sigafoos, J. (2001). Social competence and peer interactions of students with intellectual disability in an inclusive high school. Journal of Intellectual and Developmental Disability. 26 (2), 127–141. https://doi.org/10.1080/13668250020054440
  • Đević, R. (2015). Socijalna interakcija učenika sa smetnjama u razvoju u osnovnoj školi (doktorska disertacija). Beograd: Filozofski fakultet.
  • Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T. W. & Rodkin, P. C. (2008). Peer groups, popularity and social preference: Trajectories of social functioning among students with and without learning disabilities. Journal of learning disabilities. 41 (1), 5–14. https://doi.org/10.1177/0022219407310993
  • Feiring, C. & Lewis, M. (1989). The social networks of girls and boys from early through middle childhood. In: Belle, D. (Ed.). Children’s social networks and social supports (119–172). New York: Wiley.
  • Fırat, T. & Koyuncu, İ. (2019). Social acceptance levels of high school pupils towards individuals with special needs. Gazi University Journal of Gazi Education Faculty. 39 (1), 503–525.
  • Frostad, P. & Pijl, S. J. (2007). Does being friendly help im making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European journal of special needs education. 22 (1), 15–30. https://doi.org/10.1080/08856250601082224
  • Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: social acceptance, friendships and peer networks. Journal of School Psychology. 41 (4), 235–284. https://doi.org/10.1016/S0022-4405(03)00048-7
  • Guralnick, M. J. (1999). Family and child influences on the peer-related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Reviews. 5 (1), 21–29. https://doi.org/10.1002/(SICI)1098-2779(1999)5:1<21::AID-MRDD3>3.0.CO;2-O
  • Hair, E. C., Jager, J. & Garrett, S. B. (2002). Helping teens develop healthy social skills and relationships: What research shows about navigating adolescence. Retrieved October 24, 2019. from: http://www.childrentrends.org/Files/K3Brief. Pdf.
  • Hall, L. J. & McGregor, J. A. (2000). A follow-up study of the peer relationship of children with disabilities in an inclusive school. The journal of special education. 34 (3), 114–126. https://doi.
    org/10.1177/002246690003400301
  • Heslop, P. (2005). Good practice in befriending services for people with learning difficulties. British Journal of Learning Disabilities. 33 (1) 27–33. https://doi.org/10.1111/j.1468-3156.2004.00310.x
  • Hilbe, J. M. (2016). COUNT: Functions, Data and Code for Count Data. Retrieved October 8, 2022. from: https://CRAN.R-project.org/package=COUNT
  • Hrnjica, S. (2007). Psihološke pretpostavke saradnje škole i porodice u pružanju pomoći detetu sa posebnim potrebama. U: Polovina, N., Bogunović, B. (prir.). Saradnja škole i porodice (254–263). Beograd: Institut za pedagoška istraživanja.
  • Kersh, J., Corona, L. & Siperstein, G. (2013). Social well-being and friendship of people with intellectual disability. In: Wehmeyer, M. L. (Ed.). The Oxford handbook of positive psychology and disability (60–81). Oxford University Press.
  • Koster, M., Jan, P. S., Van Houten, E. & Han, N. (2007). The social position and development of pupils with SEN in mainstream Dutch primary schools. European Journal of Special Needs Education. 22 (1), 31–46. https://doi.org/10.1080/08856250601082265
  • Koster, M., Pijl, S. J., Nakken, H. & Van Houten, E. (2010). Social participation of students with special  eeds in regular primary education in the Netherlands. International journal of disability, development and education. 57 (1), 59–75. https://doi.org/10.1080/10349120903537905
  • Krampač-Grljušić, A. & Kolak, A. (2018). Peer relations in inclusive classes. Research in Pedagogy. 8 (1), 17–35. https://doi.org/10.17810/2015.68
  • Kyoung, G. H. & Janis, G. C. (2004). The influence of gender patterns and grade level on friendship expectations of middle schoolstudents toward peers with severe disabilities. Focus on autism and other developmental disabilities. 19 (4), 205–214.
  • Ladd, G. W., Kochenderfer, B. J. & Coleman, C. C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development. 67 (3), 1103–1118. https://doi.org/10.2307/1131882
  • Larrivee, B. & Horne, M. D. (1991). Social status: A comparison of mainstreamed students with peers of different ability levels. Journal of Special Education. 25 (1), 90–101. https://doi.org/10.1177/002246699102500106
  •  Lee, Y., Mikami. A. Y. & Owens, J. S. (2021). Children’s ADHD symptoms and friendship patterns across a school year. Research on Child and Adolescent Psychopathology. 49 (5), 643–656. https://doi.org/10.1007/s10802-021-00771-7
  • Lindsey, E. W. (2002). Preschool children’s friendship and peer acceptance: links to school competence. Child Study Journal. 32 (3), 145–156.
  • Lorger, T., Schmidt, M. & Bakracevic-Vukman, K. (2015). The social acceptance of secondary school students with learning disabilities (LD). CEPS Journal. 5 (2), 177–194.
  • Milanović, M. (2017). Analiza položaja porodica dece sa smetnjama u razvoju. Beograd: Nacionalna organizacija osoba sa invaliditetom.
  • Mitić, M. (2011). Porodica, roditelji i roditeljstvo. U: Mitić, M. (ur.). Deca sa smetnjama u razvoju, potreba i podrška (56–66). Beograd: UNICEF.
  • Papageorgiou, D., Andreou, Y. & Soulis, S. (2008). The evaluation of a ten-week programme in Cyprusto integrate children with multiple disabilities and visual impairments into a mainstream primary school. Support for Learning. 23 (1), 19–25.
  • Parker, J. G. & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: links with peer group acceptance and feeling of loneliness and social dissatisfaction. Developmental Psychology. 2 (4), 611–621. https://doi.org/10.1037/0012-1649.29.4.611
  • Petry, K. (2018). The relationship between class attitudes towards peers with a disability and peer acceptance, friendships and peer interactions of students with a disability in regular secondary schools. European Journal of Special Needs Education. 33 (2), 254–268.
  • Pijl, S. J., Frostad, P. & Flem, A. (2008). The social position of pupils with special needs in regular schools. Scandinavian journal of educational research. 52 (4), 387–405. https://doi.
    org/10.1080/00313830802184558
  • Plant, K. M. & Sanders, M. R. (2007). Predictors of care-giver stress in families of preschool-aged children with developmental disabilities. Journal of Intellectual Disability Research. 51 (2), 109–124. https://doi.org/10.1111/j.1365-2788.2006.00829.x
  • R Core Team (2021). R: A Language and Environment for Statistical Computing. R Foundation for Statistical Computing. Retrieved December 21, 2021. from: https://www.R-project.org/
  • Revelle, W. (2021). psych: Procedures for Psychological, Psychometric, and Personality Research. Northwestern University. Retrieved September 4, 2022. from: https://CRAN.R-project.org/package=psych
  • Rigby, R. A. & Stasinopoulos, D. M. (2005). Generalized additive models for location, scale and shape (with discussion). Applied Statistics. 54 (3), 507–554. https://doi.org/10.1111/j.1467-9876.2005.00510.x
  • Rubin, K. H., Bukowski, W. & Laursen, B. (2009). Handbook of peer interactions, relationships, and groups. Guilford Press.
  • Saenz, C. (2003). Friendships of children with disabilities (dissertation). Chicago: Department of Special Education, Northeastern Illinois University.
  • Sale, P. & Carey, D. M. (1995). The sociometric status of students with disabilities in a full-inclusion school. Exceptional Children. 62 (1), 6–19. https://doi.org/10.1177/001440299506200102
  • Schwab, S. (2015). Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria. Research in Developmental Disabilities. 43–44, 72–79. https://doi.org/10.1016/j.ridd.2015.06.005
  • Sharabany, R., Gershoni, R. & Hofman, J. E. (1981). Girlfriend, boyfriend: Age and sex differences in intimate friendship. Developmental Psychology. 17 (6), 800–808. https://doi.org/10.1037/0012-1649.17.6.800
  • Sirin, S. R. (2005). Socioeconomic status and academic achievement: a meta-analytic review of research. Review of Educational Research. 75 (3), 417–453. https://doi.org/10.3102/00346543075003417
  • Spasenović, V., Mirkov, S. (2007). Interventni program razvijanja socijalnih veština učenika. Nastava i vaspitanje. 56 (1), 56–65.
  • Stasinopoulos, M. & Rigby, B. (2020). gamlss.tr: Generating and Fitting Truncated ’gamlss.family’ Distributions. Retrieved April 14, 2022. from: https://CRAN.R-project.org/package=gamlss.tr
  • Staub, D., Schwartz, I. S., Gallucci, C. & Peck, C. A. (1994). Four portraits of friendship at an inclusive school. Research and Practice for Persons with Severe Disabilities. 19 (4), 314–325. https://doi.
    org/10.1177/154079699401900407
  • Theobald, M. A., Danby, S. J., Thompson, C. & Thorpe, K. (2017). Friendships. In S. Garvis & D. Pendergast (Eds.). Health & wellbeing in childhood (141–160). London: Cambridge University Press. https://doi.org/10.1017/9781316780107.011
  • Turnbull, A. P., Blue-Banning, M. & Pereira, L. (2000). Successful friendships of hispanic children and youth with disabilities: an exploratory study. Mental Retardation. 38 (2), 138–153. https://doi.org/10.1352/0047-6765(2000)038<0138:SFOHCA>2.0.CO;2
  • Vu, J. A. (2015). Children’s representations of relationships with mothers, teachers, and friends, and associations with social competence. Early Child Development and Care. 185 (10), 1695–1713. https://doi.or g/10.1080/03004430.2015.1022538
  • Vujačić, M., Đević, R. (2022). Vršnjačka prihvaćenost u inkluzivnom obrazovanju. Beograd: Institut za pedagoška istraživanja.
  • Wickham, H. (2016). ggplot2: Elegant graphics for data analysis. New York: Springer-Verlag.
  • Wiener, J. & Tardif, C. Y. (2004). Social and emotional functioning of children with learning disabilities: Does special education placement make a difference? Learning disabilities research & practice. 19 (1), 20–32. https://doi.org/10.1111/j.1540-5826.2004.00086.x
  • Zukorlić, M. (2016). Pedagoška komunikacija u funkciji razvoja socijalne kompetencije učenika. Inovacije u nastavi. 34 (1), 92–104. https://doi.org/10.5937/inovacije1601092Z
  • Žic, A. & Igrić, Lj. (2001). Self-assessment of relationships with peers in children with intellectual disability. Journal of Intellectual Disability research. 45 (3), 202–211. https://doi.org/10.1046/j.1365-2788.2001.00311.x
  • Žic-Ralić, A., Ljubas, M. (2013). Prihvaćenost i prijateljstvo dece i mladih s teškoćama u razvoju. Društvena istraživanja. 22 (3), 435–453.
  • Žunić-Pavlović, V., Kovačević-Lepojević, M. i Pavlović, M. (2009). Procena socijalnog funkcionisanja učenika u školskoj sredini. Nastava i vaspitanje. 58 (3), 399–420.
Language selection
Open Access Statement
345 Open access declaration can be found on this page

Information about copyright 345 Teaching Innovations are licensed with Creative Commons Attribution License (CC BY 4.0). Information about copyright can be found on this page.
Open Access Journal
345
Indexed by
345 This journal was approved on 2018-01-22 according to ERIH PLUS criteria for inclusion. Download current list of ERIH PLUS approved journals.
Indexed by
345 University of Belgrade, Teacher Education Faculty has entered into an electronic licensing relationship with EBSCO Information Services, the world's most prolific aggregator of full text journals, magazines and other sources. The full text of Teaching Innovations / Inovacije u nastavi is available now on EBSCO's international research databases.
Indexed by
345
Ethics statement
345 Publication ethics and publication malpractice statement can be found on this page.
Follow Teaching Innovations
345   345   345