Взаимосвязь локуса контроля учителя и прямой агрессии учащихся по отношению к нему
DOI:
https://doi.org/10.33910/2686-9527-2023-5-2-204-223Ключевые слова:
локус контроля, прямая агрессия, агрессия учащихся против учителя, интернальность, экстернальность, уровень субъективного контроля, педагогиАннотация
Введение. Проявление агрессии учащихся по отношению к учителю — современная и многогранная проблема, влияющая на всех участников образовательных отношений. Попытки объяснить причины этой агрессии обнаруживают вклад разных факторов, однако их список далеко не исчерпывающий. Авторы полагают, что существует взаимосвязь между проявлением прямой агрессии подростков в отношении учителя и уровнем его локуса контроля, анализу этой взаимосвязи посвящена данная статья.
Материалы и методы. В исследовании приняли участие 5189 педагогов, проживающих в девяти регионах России. Большинство респондентов женского пола (94%), средний возраст респондентов 44,5 (SD = 11,7). Для оценки уровня локуса контроля была использована методика УСК (уровень субъективного контроля), авторами которой являются Е. Ф. Бажин, Е. А. Голынкина, А. М. Эткинд. Для анализа субъективных оценок столкновения педагогов с прямой агрессией со стороны учащихся была разработана авторская анкета Центра социализации, семьи и профилактики асоциального поведения МПГУ. Для установления статистических взаимосвязей использовался корреляционный анализ по методу Спирмена и множественный регрессионный анализ.
Результаты исследования. Результаты корреляционного анализа показали значимые отрицательные связи между уровнем субъективного контроля педагогов и их столкновением с прямой агрессией со стороны учеников. Результаты регрессионного анализа показали, что по всем показателям прямой агрессии, за исключением показателя «высказывали недовольство качеством преподавания», наиболее значимым предиктором является показатель общей интернальности/экстернальности, то есть педагоги с экстернальным типом чаще сталкиваются с прямой агрессией со стороны учащихся. При этом есть различия относительно прогностичности отдельных шкал уровня субъективного контроля.
Заключение. Полученные результаты вносят вклад в изучение феноменологии подростковой агрессии по отношению к учителям, а также могут стать основой для профессиональной рефлексии педагогов, работы психотерапевтов, проектирования профилактических поведенческих и девиктимизационных программ, а также программ повышения квалификации и тренингов для педагогов.
Библиографические ссылки
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