Izvorni znanstveni članak
Developmental achievements and the success of student socialization in inclusive primary school classrooms
Luka Pongračić
orcid.org/0000-0002-2378-822X
; Odjel društveno-humanističkih znanosti, Sveučilište u Slavonskom Brodu, OBR, Slavonski Brod, Hrvatska
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* Dopisni autor.
Sažetak
The aim of this paper is to investigate the relationship between the success of socialization among preadolescents in inclusive school classrooms, which include students with disabilities, and their success in coping with new developmental processes. The goal of the research is to determine whether students’ developmental achievements within an inclusive classroom environment play a significant role in the success of their socialization. The methodology is quantitative and consists of questionnaires assessing empathy, self-concept, psychological autonomy, prosocial behavior, and a sociometric procedure. The research is conducted in classrooms that include students with disabilities in order to determine the importance of developmental achievements for the successful socialization of all students attending these classes. Results based on a sample of 590 students indicate the significance of specific developmental aspects for successful socialization within the classroom environment. Prosocial behavior emerged as the key significant aspect, while negation, optimal mastery, self-concept, social support, empathic distress, and perspective-taking were also identified as important for successful socialization.
Ključne riječi
inclusion; early adolescence; developmental achievements; socialization
Hrčak ID:
331673
URI
Datum izdavanja:
20.5.2025.
Posjeta: 60 *