Psychologiczne uwarunkowania osiągnięć szkolnych uczniów
Psychological determinants of students' school achievements

Author(s): Katarzyna Walęcka-Matyja, Elżbieta Wiesława Napora
Subject(s): Social Sciences, School education, Individual Psychology, Pedagogy
Published by: Wydawnictwo Uniwersytetu Łódzkiego
Keywords: School achievements; adolescents; grandparents' support; resilience; communication with peers
Summary/Abstract: The aim of the research was to determine the significance of family and personal determinants of school achievements, the indicator of which was the school grades of students. It was expected to answer the question what factors explain the school achievements of adolescent students. It was expected that students 'resilience, perceived and received support, open communication and communication with peers' difficulties would be differently, in groups distinguished by gender, to co-decide about school achievements of young people. Taking up the problem seems to be important for the development of the theory of social psychology of education and pedagogy. The study tried to show that changes related to support from grandparents and mental resilience can have a positive impact on the academic performance of adolescents. Research conducted using the Resilience Measurement Scale (SPP-18) (Ogińska-Bulik, Juczyński, 2011), Berlin Social Support Scales (BSSS) (Łuszczyńska, Kowalska, Mazurkiewicz, Schwarzer, 2002) and the Adolescent-Peer Communication Scale (SKAR) (Napora, 2019) on a sample of 190 students. Results showed that girls obtained a statistically significantly higher average school grade than boys. Moreover, significant relationships were found between the average grade point and resilience as well as perceived support and support received from grandparents. As a result, it can be concluded that age, gender and resilience make it possible to significantly explain the variability in school achievement of adolescent students. The obtained results may constitute a scientific basis for developing optimal methods of helping students to prevent their social marginalization. The results can be an important recommendation for professionals dealing with both families and the school environment, and collaboration between these environments can be key to a student's success.

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