Povzetek
V raziskavi PISA se ob podatkih o dosežkih dijakinj in dijakov na področjih bralne, matematične in naravoslovne pismenosti zbirajo tudi t. i. spremljajoči podatki o okoliščinah, v katerih se dijaki in dijakinje učijo, o njihovih navadah, mnenjih in stališčih. Nekatere od teh podatkov lahko razumemo tudi kot nekognitivne rezultate vzgojno-izobraževalnega procesa in se z njimi orientiramo pri svetovanju učenkam in učencem glede njihovega nadaljnjega izobraževanja ter poklicne oziroma karierne orientacije. V prispevku predstavljamo podatke iz zadnje raziskave PISA 2012, ki nakazujejo mnenja mladih v Sloveniji ob vstopu v srednješolsko izobraževanje o možnostih za njihov uspeh v šoli, odnosih profesorjev do njih ter občutku pripadnosti šoli. Kljub splošno pozitivni izraženi naravnanosti slovenskih dijakinj in dijakov do šole, se med izobraževalnimi programi in med spoloma kažejo določene razlike, s čemer osvetljujemo področja nekognitivnih vzgojno-izobraževalnih rezultatov, na katerih bi bilo mogoče iskati nove korake v izboljševanju šolskega svetovalnega dela.
Abstract
Opinions of Young People in Slovenia about School When Starting Secondary School
The PISA (Programme for International Student Assessment) research study collects data on the attainment of secondary school students in reading, mathematical and natural science literacy, and the so-called accompanying data on the circumstances under which the students are learning, and on their habits, opinions and attitudes. Some of these data can be viewed as noncognitive results of the educational process and can be used as guidance when counselling students on their further education and their vocational or career orientation. The paper presents data from the latest PISA 2012 research study, which indicate the opinions of young people in Slovenia when entering secondary school education about the chances of their success in school, about the attitudes of the professors towards them, and about the sense of affiliation with the school. Despite the generally positive attitude of Slovenian secondary school students towards school, certain differences have been revealed among educational programmes and between genders, which highlights the areas of noncognitive educational results that might provide new steps towards improving school counselling work.