Browsing by Subject "pakolaislapsi"

In this research we examined, first, the relation between war traumas and other significant stress-factors and school achievement. Second, we tested if Urie Bronfenbrenners PPCT-model could structure the factors affecting school achievement. Finally we searched to find out if any of those factors could protect school achievement from the effects of major negative life-events. The study was conducted in two stages, in spring 2006 and 2007 and included 303 children, aged 10-13 years from the 6th grade. 48,8% were boys and 51,2% girls. The research consisted of self-report questionnaires. Language skills were tested with the Arabic Achievement Test, mathematic skills with the Mathematics Achievement Test, major negative life-eventswith the Major Life-event Checklist, traumatic experiences with Inclusive Gaza Traumatic Event Checklist, coping-skills with the shortened version of Children's Coping Stategies Checklist- Revised 1-lomaketta, jolla arvioitiin lapsen coping-keinoja, Motivational Strategies for Learning Questionnaire, parental scholastic-support practices were measured with a newly-developed instrument, siblings relations was measured with the Siblings Relation scale, teachers practices were measured with an instrument based on the Students Perception about School Work instrument, and peer social relationship with the Friendship Quality and Peer Popularity/Acceptance scale. The results show that the negative life-events have a negative effect on school-achievement. Despite this the traumatic events didn't affect negatively students school-achievement. The results showed also that Urie Brofenbrenners PPCT-model could help structure the factors affecting school-achievement. The role of parents and teachers didn't rise as significant. Instead the results showed that good motivational beliefs and self-regulated learning could protect school-achievement from the impact of negative life-events. The results on whereby the good motivational beliefs and self-regulated learning would protect school-achievement from negative life-events is only partially confirmed by previous research. Instead the results showing that parents and teacher didn't play any part in school-achievement is surprising compared to the previous research and awakens a need for further research. If in future researches it is possible to confirm the special role of good motivational beliefs and self-regulated learning for the shool-achievement of children in difficult conditions it would point-out a new priority in teaching and raising children for schools, teachers and parents.