Pochwały i krytyka od nauczyciela a bezradność intelektualna z matematyki i języka polskiego u dziewcząt i chłopców w okresie wczesnej adolescencji

Olga Bąk,

Sabina Barszcz,

Aleksandra Słowińska,

Wirginia Szymańska,

Anna Oleszkowicz


Praise and criticism from the teacher and intellectual helplessness in mathematics and Polish language among girls and boys in early adolescence

Learning a variety of school subjects may involve experiencing repeated inability to perform tasks effectively despite one's efforts. The negative consequences of such experiences are called intellectual helplessness (Sędek, 1995). One of the factors relevant to its occurrence may be the feedback provided by the teacher.

The main aim of the study was to determine whether there is a relationship between the frequency and type of praise and criticism formulated by Polish language teachers or mathematics teachers and intellectual helplessness in a given subject, as well as to examine gender differences in this respect.

A total of 381 (193F and 188M) students aged 12-16 years participated in the study. Two methods were used: the School Communication Questionnaire (Bąk, 2016) and the Intellectual Helplessness Scale in versions for Polish language and mathematics (Sędek, 1995).

The results indicate that girls and boys do not differ in the level of intellectual helplessness in both subjects. However, in group of girls, the intensity of intellectual helplessness in mathematics increases with age. Boys experience more different forms of ineffective feedback from the teacher than girls. The level of intellectual helplessness in students in both subjects is the lower, the more often they receive praise and less often ineffective criticism.

Słowa kluczowe: intellectual helplessness, feedback, praise, criticism