Experiencing Student Fear in School Situations

Strah je eno izmed osnovnih čustev, s katerim se posameznik srečuje tekom svoje življenjske poti. Pogosto se pojavi pred novim doživetjem. Otrok ta občutek strahu lahko doživlja ob vstopu v šolo in tekom šolanja v različnih šolskih situacijah, kot so ocenjevanje, javno nastopanje, neuspehi, odnosi z vrstniki in učitelji, nasilje ali pa pri posameznih šolskih predmetih. Namen raziskave je bil s pomočjo deskriptivne in kavzalno-neeksperimentalne metode preučiti doživljanje strahu učencev tretjih, petih in sedmih razredov ter zaznavanje učenčevih strahov s strani učiteljev, ki v raziskavi udeležene učence poučujejo. Podatki so bili pridobljeni z uporabo kvantitativne in kvalitativne tehnike anketiranja za učence ter kvalitativne tehnike polstrukturiranega intervjuja za učitelje razredne in predmetne stopnje v OŠ. Rezultati kažejo, da večina učiteljev zaznava strah učencev v različnih šolskih situacijah, kljub temu da njihovi učenci v večini ocenjujejo, da redko ali nikoli ne občutijo strahu v izbranih šolskih situacijah. Tako učitelji kot učenci najpogosteje zaznavajo prisotnost strahu pred ocenjevanjem/neuspehom. V primerjavi z dečki, ki nekoliko pogosteje izražajo strah do javnega nastopanja in neuspeha, pa dekleta pogosteje in intenzivneje izražajo strah v nekaterih drugih šolskih situacijah (strah pred nasiljem, zavračanjem vrstnikov, športnimi dejavnostmi). Glede na starost so rezultati pokazali, da mlajši učenci pogosteje in intenzivneje izražajo strah do vzgojnih alternativ (nasilje, kazen, moč avtoritete). S starostjo se veča strah pred neuspehom oziroma ocenjevanjem, zato torej učenci na višji stopnji dajejo večjo veljavo in bolj zaupajo avtoriteti, medtem ko mlajši lažje zaupajo svoje strahove svojim vrstnikom. Tako učenci kot učitelji menijo, da je najučinkovitejša alternativa pri premagovanju strahu pozitiven pristop, npr. pogovor, uporaba sprostitvenih tehnik za umiritev ali preusmeritev pozornosti.Fear is one of the basic feelings that we come across throughout our life. It often occurs because children usually fear upcoming events. A child can experience this feeling of fear at entering the school and throughout its schooling in various school situations like marking, public appearance, failure, peer relationships, communications with teachers, violence or at particular school subjects. The purpose of this research is on the one hand to study pupil’s fear in the 3rd, 5th and 7th class and on the other hand how do the teachers sense their pupil’s fears. To do this I use descriptive methods and non-experimental causal studies. All the data is gathered with the usage of interviews for students based on quantitative and qualitative techniques. The primary school teachers were interviewed by semi-structured qualitative technique. The results show that most teachers sense pupils’ fear in various school situations. On the other hand their pupils mostly estimate that they rarely or never sense fear in sophisticated school situations. Pupils and teachers most commonly perceive the presence of fear before marking/failure. By comparison with boys who feel fear a bit more often when it comes to public performance and failure than girls, girls more often and more intensively express fear in some other school situations (fear of violence, peer rejection, sports activities). As far as age is concerned the results show that younger pupils more often and more intensively express their fear to upbringing alternatives (violence, punishment, the power of authority) than older pupils. The fear of failure/marking gets bigger and bigger with age. Therefore older pupils give a great importance and trust to authority while younger ones trust their fears to their peers. Both pupils and teachers believe that the most efficient alternative to overcome fear is the positive approach as for example, conversation, the usage of relaxation techniques to calm down or to divert attention