Some features of reward and punishment in the family and school context

Cilj ovog istraživanja bio je ispitati učestalost i povezanost različitih oblika nagrađivanja i kažnjavanja djece u obiteljskom i školskom kontekstu. Istraživanje je provedeno na uzorku od 113 učenika i učenica trećeg i četvrtog razreda jedne osnovne škole na području grada Splita. Korišten je anketni upitnik koji se sastojao od dvaju dijelova. Prvi dio upitnika sadržavao je neka opća pitanja za prikupljanje osnovnih informacija o učenicima, primjerice spol i dob te pitanja o učestalosti kažnjavanja u posljednih godinu dana kao i pitanje o tome tko je najčešće vršio kažnjavanje. Drugi dio upitnika uključivao je dvije skale procjene na kojima su sudionici na skali od 1 (nikada) do 5 (gotovo svakodnevno) procjenjivali koliko su često bili kažnjeni ili nagrađeni u školi i obitelji na različite načine. Prikupljena su i razmišljanja učenika o tome utječe li kažnjavanje na odnos s učiteljicom/učiteljem te koja im je najteža kazna, odnosno najdraža nagrada. Rezultati su pokazali značajne razlike u učestalosti nagrađivanja i kažnjavanja s obzirom na spol pri čemu dječaci izvještavaju o češćoj novčanoj nagradi te češćoj izloženosti fizičkoj i verbalnoj kazni, kako u školi, tako i u obitelji. Rezultati su također pokazali da kažnjavanje ne utječe na odnos učenika prema učitelju/učiteljici.The aim of this study was to examine the prevalence and association of different forms of reward and punishment in the family and school context. The study was conducted on a sample of 113 pupils of the third and fourth grade of an elementary school in the city of Split. The two-part questionnaire was used. The first part of the questionnaire contained some general questions to gather basic information about students, such as gender and age, and questions about the frequency of punishment in the past year as well as the question of who is most often exercised punishment. The second part of the questionnaire included two rating scales on which the participants on a scale from 1 (never) to 5 (almost daily) assessed how often were punished or rewarded in the school and the family in various ways. Students' thoughts about connection between punishment and relationship with teacher were gathered and also about which punishment was the worst for them and which reward was the best for them. The results showed significant differences in the frequency of rewards and punishment according to gender where boys report more frequent reward money and more frequent exposure to physical and verbal punishment, in school, and in the family. The results also showed that the punishment didn't affect the relationship between teacher and students