Second grade students’ social-emotional competence in relation to strengths and difficulties assessed by teachers and parents
DOI:
https://doi.org/10.12697/eha.2022.10.1.03Keywords:
general competence assessment, social-emotional competence, computerised assessmentAbstract
Õpilaste parem toimetulek eri suhtlussituatsioonides on oluline tegur, mida õppeprotsessi kaudu koolis toetada, panustades seeläbi heaolu suurenemisse nii hetkeolukordades kui ka edaspidises elus. Süsteemsele arendustegevusele aitab kaasa parem arusaam nendest aspektidest, mis vajaksid konkreetses klassis tuge. Selleks on õpetajatele ning tugipersonalile kasutamiseks loodud eksamite infosüsteemis paiknevad arvutitestid. Suhtlus- ja enesemääratluspädevuse testi kasutusvõimaluste paremaks kirjeldamiseks on oluline uurida, kuidas on testi tulemused seotud teiste õpilaste toimetulekut kirjeldavate näitajatega. Siinse artikli eesmärk on kirjeldada 2. klassi valimil (n = 250), kuidas on omavahel seotud õpilaste suhtlus- ja enesemääratluspädevuse testi tulemused ning õpetajate (n = 16) ja lastevanemate (n = 109) hinnatud tugevused (prosotsiaalsus) ning raskused (internaliseeritud ja eksternaliseeritud probleemid), mis on kaardistatud tugevuste ja raskuste küsimustiku (SDQ) kaudu. Tulemustest selgus, et arvutitestis paremaid tulemusi saanud õpilased said õpetajatelt kõrgemad prosotsiaalsuse hinnangud ning madalamaid internaliseeritud ja eksternaliseeritud probleemide hinnangud; lastevanemate hinnangud ei olnud testitulemustega oluliselt seotud.
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