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  1. 1 Signum Temporis

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  1. 1 Špona A.

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  1. 1 2008

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Socio-Pedagogical Problems of Modern Students' Attitude Towards School

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Špona A.
Signum Temporis
|
2008
|
vol. 1
|
issue 1
10-17
EN
Introduction One of society's quality development conditions is a good school. The good school involves a positive sense of self, students' joy to learn and teachers' wish to work in a creative manner, parents readiness arrive at the school.Human-pedagogical school theory (Gudjons, 2007) sees the school as an influential factor in the mutual relation of social culture, social economy and politics. It is impossible to define the school in the modern trendy society only on the basis of learning process because it is closely followed "by upbringing (as development of personality), compensation (as equalization of social behaviour deficit) and security function" (Gudjons, 2007).Aim of the Study To analyse the socio-pedagogical problems and causes of students' attitude towards schoolMaterials and Methods The study uses materials of audit statement "General Educational System Realisation in Correspondence with the Goals Set" by the State Control of the Republic of Latvia, interviews with 12 principals of schools, analysis of minutes of 54 visited lessons, questionnaires to 828 students.Results Analysis of the results revealed uneven students' attitude towards school which is determined by the attitude towards learning, classmates and teachers. A special problem is self-evaluation of study achievements because these skills are not developed to a satisfactory level in students. The attitude towards school is determined also by fragmentary education, insufficient facilitation of organization of students' self-education.Conclusions Lack of learning motivation among students and upbringing fragmentarism at school negatively influence the formation of students' attitude towards school.During adolescence students lack self-confidence and purposefulness, they do not wish to think and commit to work during the learning process because learning has not become personally significant for most students, and thus their pedagogical needs are not satisfied.
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