| Abstract [eng] |
The aim of this paper is to analyse the relation of the child's status in the class and his/her learning achievements. The survey respondents are 108 sixth-formers and their teachers from two schools. The research tools include a pilot survey questionnaire for teachers, a socio-metric questionnaire for the child to define his/her social status, and a questionnaire for the child to define factors that influence his/her choice of friends in different life and school situations. The questionnaire for the teachers includes questions on leadership in the class, pupils with special needs, and a ranking scale of pupils. Children who have neither learning difficulties nor special needs are ranked as having high or medium status by their teachers and classmates, and those who have learning difficulties or special needs are ranked low status. Children with learning difficulties or special needs are neglected by / not popular with their classmates neither at school nor outside school. Children’s status at school is partly related to and their learning difficulties fully related to their parents' education. Children’s status is mostly related to their learning difficulties. |
