Tények és tévhitek a hátrányos helyzetről egy új kutatás tükrében

Present study aims to explore students’ motivation and social atmosphere in public schools of 11 socioeconomically disadvantaged settlements of Hungary, where the number of low SES students are relatively high (12-80%). Relations of social atmosphere (measured by stress and mood scales) and attitudes toward school, learning and peers were examined, with a special focus on socioeconomic status. School motivation was defined by 9 categories on the basis of 771 students’ answers to the online questionnaires. Comparing to 2014 HBSC (Health Behaviourin School-Aged Children) data students like their schools less, feel more pressure by school tasks and percept less teacher support, however they evaluate their classroom relations better. Classroom climate is rated higher by 5th graders and students of higher achievement, and the correlation between learning climate and attitude towards school is relatively high (r=0.426, p≤0.001). Considering motivation girls show less competition and higher social concern, and social background has small or no effect on the motivational profile. Groups formed by a cluster analysis of social atmosphere measures (School supporters, Non-conformists, Survivors) demonstrate significant difference in their motivational pattern. Data confirm that attitudes toward school are better predictors of motivation than social background. The examined variables showed no differences between schools according to the number of low SES students. It is important to formulate that schools show great diversity in their students’ attitudes toward school and learning, regardless to the number of low SES students.