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Vol.7, No.1, February 2018. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
School Self-Concept of Children in the System of Lower Secondary Education in Slovakia -
Michal Čerešník, Miroslava Čerešníková
© 2018 Michal Čerešník et al, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 7, Issue 1, Pages 211-218, ISSN 2217-8309, DOI: 10.18421/TEM71-26, February 2018.
Received: 21 November 2017
Abstract:
In the paper we compare a school self-concept in Slovak and Roma children in the system of lower secondary education. As a method of diagnostics we used the Student’s Perception of Ability Scale (SPAS, in Slovak Dotazník sebapoňatia školskej úspešnosti detí) by Matějček, Vágnerová (1992), who are the authors of the original Czech and Slovak standardisation. We used the innovated form of the scale (Čerešník, 2013). The results of the statistical analysis show significant differences between the compared groups in the monitored indicators of the school self-concept. If we accept that the majority of Roma children come from socially disadvantaged environment then these children belong to children with special educational needs (according to the Act No. 245/2008). Thus, the worse school self-concept in Roma children is not a surprising result. This finding is valid, especially in the relation to possible subdeprivation or deprivation experience based on the deficiency of stimuli leading to saturation of physiological, social and psychological needs.
Keywords – School Self-Concept, Roma Child, Social and Cultural Difference. |
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