Mokinių mokymosi motyvacijos silpnėjimo priežastys: tėvų požiūris

One of the major challenges faced by school pedagogues is to increase pupils’ motivation which affects the pupils’ attitude toward school, relations with teachers, learning time and efforts, involvement and participation in the education activities, academic achievements, behaviour and many other factors. According to the research, the pupil’s learning motivation and achievements are influenced by the parents’ engagement into the education process. However, in Lithuania there is still lack of continuous relationship between the school and family, including communication, cooperation and coordination. The aim of this article is to reveal the parents’ view on the involvement in the education process by promoting learning motivation of pupils. The article analyses how parents identify the phenomenon of weakening pupils’ learning motivation and what is the role of the class tutor in cooperating with parents while solving the learning motivation problem. The research was carried out in February–May 2015 and involved n = 418 parents of children studying in grades five and eight. The selection of parents was based on the probability sample: multistage sampling. In order to empirically justify the attitude of parents toward the reasons of pupils’ weakening learning motivation, it was necessary to identify the assumptions of their involvement in the solution of this problem. The inquiry was carried out only of parents of five and eight grade pupils of the large cities, therefore the conclusions shall not be applicable to the entire parents’ population. Pursuant to the research and according to the parents’ opinion the motivation of pupils’ learning is decreasing because of the curriculum and education process: the amount of learning load and organisation of the learning process. A very important factor of weakening learning motivation is a pupil himself/herself: his/her abilities and school attendance. Usually the parents treat weakening of learning motivation with learning achievements or with the information received from school. Involvement into the education process is usually promoted by the class tutor whose activities help parents identify the phenomenon of weakening pupils’ motivation to learn.Vienas didžiausių iššūkių, su kuriuo susiduria mokyklų pedagogai, yra mokinių mokymosi motyvacijos didinimas. Silpnėjanti mokymosi motyvacija – problema, kurią sprendžia tiek pedagogai, tiek tėvai. Šio straipsnio tikslas – atskleisti tėvų nuomonę apie įsitraukimą į ugdymo procesą, skatinant mokinių mokymosi motyvaciją. Straipsnyje analizuojama, kokiu būdu tėvai identifikuoja vaiko mokymosi motyvacijos silpnėjimo reiškinį ir koks klasės auklėtojo vaidmuo bendradarbiaujant su tėvais siekiant spręsti mokymosi motyvacijos problemą. Tyrimu nustatyta, kad, tėvų požiūriu, mokinių mokymosi motyvacija silpnėja dėl ugdymo turinio ir ugdymo proceso: mokymosi krūvio apimties, mokymosi proceso organizavimo. Ne mažiau reikšmingas mokymosi motyvacijos silpnėjimo veiksnys – pats mokinys: jo gebėjimai ir mokyklos lankomumas. Apie mokymosi motyvacijos silpnėjimą tėvai dažniausiai sprendžia iš mokymosi pasiekimų arba iš mokykloje gautos informacijos. Įsitraukimą į ugdymo procesą skatina klasės auklėtojas, kurio organizuojamos veiklos padeda tėvams identifikuoti mokinių mokymosi motyvacijos silpnėjimo reiškinį