| Abstract [eng] |
Unwillingness to learn as a sociopsychological phenomenon has its roots in social, political economic and legal spheres of life, its reasons are related to the organization of school life in general and it is affected by many factors: family as mickrosystem, insuficient pedagogical training of teachers, poor interrelationship between parents and teachers and also personal qualities of a teenager. A teenager, who is constantly experiencing failures at school, often looses interest in learning, his motivation for learning weakens and he can stop attending school at all. The aim of this study is to detect the main directions for correction of teenagers‘ weak motivation for learning. In order to achieve this goal, a two-phase reasearch has been conducted. In the first phase 12-16 years old teenagers were interviewed using pre-prepared questionnaire of 34 semi-closed questions. This research was conducted in five schools of Pakruojis district. In the second phase teachers of these schools were interviewed (6 teachers in each school) using a method of deep interview. The interview was conducted using a preprepared plan (outline), wich was made of 16 questions. It was found during the course of the study that possible tendencies of unwilingness to learn – poor learning habits, unwillingness to go to school, weak studying efforts and little time spent on doing homework – could be found even in primary school. However, unwillingness to learn and the lack of motivation is especially noticeable in adolescence and the critical age is 5 – 6th grade at school (it was noted by approximately 60 of respondents), when the major part of schoolchildren experience crisis of adolescent negativism. In this stage they need teachers’ help the most. But the analysis of the findings of the study shows that teenagers often hesitate to ask teachers for help even if they need it. Only 47,6 of boys and 30,2 of girls always ask help. It turned out that actually 42,7 of boys and 26,2 of girls attain no help. Family microclimat strongly affects teenagers. Good family relationships, psychological and pedagogical consistency make an opening for developing mature personality. However, only 19,4 of girls and 36,4 of boys who took part in the research attained help from their family members . The study revealed that teenagers themselves do not make enough endeavours to sudy: 3,2 of girls and 14,6 of boys do not make their homework at all, and 11,2 of girls and 26,8 of boys spend only 15-30 minutes for doing their homework. The findings of the research show that only half of the interrogated teenagers attend school willingly. The teachers‘ oppinion is that there are variuos reasons why the adolescents do not want to study and the main of them are: the family factor (emphacized by 95% o teachers), individuality factor, unwillingness to face the learning difficulties, little effort made while studying, lack of motivation (80%), pedagogical factor and complexity of learning programs (54%) as well as lack of the factor of perspective (mentioned by 29% of teachers). The teachers (86% of the interrogated teachers) noted that unwillingness to study is very closely related to motivation. The teachers also see a direct relationship between unwllingness to study and failures at school. To teachers‘ oppinion, a teenager, who is constantly experiencing failures at school, often looses interest in learning, his motivation for learning weakens. The teachers indicated that a weak motivation for learning can be pedagogically corrected and changed and that they attempt to do this. However, it emerged in the course of the study that some teachers who face schoolchildren‘s unwillingness to study neither know exactly how to cultivate them, nor how to correct their motivation; therefore some pupils are left without assistance. |
