Attitudes and motivation of deaf and hard of hearing students for studying

Abstract

Te aim of this paper was to determine the attitudes and motivation for reading/writing and studying of deaf and hard of hearing (DHH) students and the relation of those attitudes and motivation to success at school. Te sample included 47 DHH students, of both genders, 14 to 18 years of age. Te Scale for examining interests and aspiration of students (Suzić, 2003) was used. Te Scale consists of eight subscales with 20 statements/indicators of attitudes for activities: studying, sports, music, TV, entertainment, reading/ writing, love and dating, and social work. Ten statements refer to involvement in aforementioned activities and another ten refer to possibilities provided by those activities. Attitudes to reading/writing and studying were assessed and the correlation between those attitudes and the general school success was established. Data was processed by descriptive analysis, and Spearman’s correlation coefcient was calculated. Te result was a moderate correlation between DHH students’ attitudes to reading/writing (ρ=0.61) and studying (ρ=0.55) and their general school success, and a moderately strong correlation between the perceived possibilities ofered by these activities (reading/writing – ρ=0.46 and studying – ρ=0.36) and the general school success, at a signifcance level of p<0.05. According to survey results, it has been established that DHH students who understood the signifcance of reading, writing and studying better had more positive attitudes, were more involved in these activities, and thought they provided them with better possibilities. Furthermore, their motivation for studying was higher, as confrmed by their higher academic achievement

Cilj rada bio je utvrditi stavove i motivaciju gluvih i nagluvih učenika za čitanje, pisanje i učenje, i njihovu povezanost sa školskim uspehom. Uzorak ispitanika činilo je 47 gluvih i nagluvih učenika, oba pola, uzrasta od 14 do 18 godina. Primenjena je Skala za ispitivanje interesa i aspiracija učenika (Suzić, 2003). Skala se sastoji od osam subskala s 20 tvrdnji/indikatora stavova za aktivnosti: učenje, sport, muzika, TV, zabava, čitanje/pisanje, ljubav-izlasci i društveno koristan rad. Deset tvrdnji se odnosi na uključenost u navedene aktivnosti, a drugih deset na mogućnosti koje pružaju te aktivnosti. Procenjivani su stavovi prema čitanju/pisanju i učenju, te utvrđena povezanost stavova sa opštim školskim uspehom. Podaci su obrađeni deskriptivnom analizom i izračunat je Spearmanov koefcijent korelacije. Dobijena je umerena povezanost stavova gluvih i nagluvih učenika prema čitanju/ pisanju (ρ=0,61) i učenju (ρ=0,55), a srednje jaka povezanost ocene mogućnosti koje pružaju ove aktivnosti (čitanje/pisanje – ρ=0,46 i učenje – ρ=0,36) s postignutim opštim školskim uspehom, na nivou statističke značajnosti p<0,05. Prema odgovorima ispitanika utvrđeno je da gluvi i nagluvi učenici koji bolje uviđaju važnost čitanja, pisanja i učenja imaju pozitivnije stavove, uključuju se u ove aktivnosti, smatraju da im one pružaju veće mogućnosti i veća je motivacija za učenje, što potvrđuju njihova bolja školska postignuć