RELATION BETWEEN SCHOOL SUCCESS AND THE ATTITUDES TOWARD CONFLICT

Autorica prezentira rezultate empirijskog istraživanja relacija između općeg školskog uspjeha učenika jedne zagrebačke osnovne škole i njihovih stavova o pet uobičajenih obrazaca ponašanja u socijalnim sukobima. Polazi od hipoteze prema kojoj su uspješnijim učenicima bliski stavovi o poželjnom kompromisnom i suradničkom modelu, dok su manje uspješnim i neuspješnim učenicima bliski stavovi o poželjnom modelu čekanja, «krpanja» i pobjeđivanja. Na uzorku od 276 učenika, statističkom obradom podataka uz pomoć hikvadrat testa na razini značajnosti od 5% dobiva rezultate prema kojima su manje uspješnim i neuspješnim učenicima bliski stavovi o poželjnom čekanju, «krpanju» i pobjeđivanju, dok su kompromis i suradnja obrasci svojstveni uspješnijim učenicima. Objašnjenje dobivenih rezultata vezanih za učenike sa slabijim školskim uspjehom autorica nalazi ponajviše u zatvorenom krugu: slabiji školski uspjeh – slabija motiviranost za poduzimanje napora u razrješavanju sukoba – slabiji školski uspjeh. Osim toga zagovara i potrebu sustavne edukacije osobito manje uspješnih učenika o poželjnim obrascima ponašanja u socijalnim sukobima.The topic of this article is the presentation of the results obtained from an empirical survey of relations between general school success of pupils of one primary school in Zagreb and their attitudes toward fi ve common behaviour patterns in social confl icts. It is assumed that there is a close connection between more successful pupils and desirable attitudes which include compromising and cooperation, whereas less successful and unsuccessful pupils are expected to embrace more often the attitudes in which waiting, slacking and winning are desirable behaviour models. According to the results obtained via chi-square test method of statistical data analysis on a sample of 276 pupils with a signifi cancy level of 5%, less successful and unsuccessful pupils embraced more often the attitudes of waiting, slacking and winning as desirable models, whereas compromising and cooperation were the patterns characteristic of more successful students. A possible explanation of the results obtained in connection with less successful pupils is the theory of a closed circle: lower school success – lower motivation for making an effort in confl ict resolving – lower school success. The author also advocates the need of systematic education, especially with less successful pupils, regarding desirable behaviour models in social conflicts