| Abstract | Razvod braka u današnje je vrijeme postala česta, gotovo pa normalna pojava. No, bez obzira na sve češću pojavu tog fenomena, on je i dalje vrlo stresan za roditelje i djecu. Osim toga, većinom uzrokuje negativne promjene u ponašanju djece. Ovim se istraživanjem upravo to istraživalo. Cilj istraživanja bio je utvrditi promjene u nekim aspektima ponašanja (emocionalne reakcije djece, njihova eksternalizirana i internalizirana ponašanja, školski uspjeh i ponašanje na nastavi, odnosi s drugima) djece razvedenih roditelja te važnost uloge učitelja razredne nastave u procesu prilagodbe djeteta na razvod njegovih roditelja. Istraživanje je provedeno na uzorku učitelja razredne nastave iz raznih dijelova Hrvatske. Rezultati su pokazali kako razvod nije uzrokovao promjene u eksternaliziranim ponašanjima i školskom uspjehu djece razvedenih roditelja i njihovom ponašanju na nastavi, a uzrokovao je u dijelu emocionalnih reakcija (strah), internaliziranih ponašanja (plašljivost) te odnosa s drugima (povlačenje u sebe). Osim toga, dob, spol, prisutnost nasilja u obitelji za vrijeme i/ili nakon razvoda, konfliktna priroda razvoda, roditelj s kojim dijete živi nakon razvoda, održavanje redovitih kontakata s roditeljem s kojim dijete ne živi te kvaliteta suradnje učitelja i roditelja, pokazali su se statistički značajnim, a postojanje novog partnera roditelja s kojim dijete živi nije se pokazalo značajnim prediktorom promjena u nekim aspektima ponašanja djece razvedenih roditelja. Dob i spol su značajni prediktori promjena u dijelu eksternaliziranih ponašanja djece razvedenih roditelja, prisustvo nasilja u obitelji za vrijeme i/ili nakon razvoda i održavanje redovitih kontakata s roditeljem s kojim dijete ne živi u dijelu emocionalnog reagiranja i eksternaliziranih ponašanja, konfliktna priroda razvoda u dijelu emocionalnog reagiranja, roditelj s kojim dijete živi u dijelu školskog uspjeha i ponašanja na nastavi te odnosima s drugima, a kvaliteta suradnje učitelja i roditelja u dijelu emocionalnog reagiranja, eksternaliziranih ponašanja te školskog uspjeha i ponašanja na nastavi. |
| Abstract (english) | Divorce has become a common, almost normal occurrence today. But regardles of it being a more common phenomenon , it is still very stressful for parents and children. In addition, it mostly causes negative changes in the behavior of children. This research has just explored just that. The aim of the research was to determine the changes in some aspects of behavior (emotional reaction of children, their externalized and internalized behaviors, school success and behavior in teaching, relationships with others) of children of divorced parents and the importance of the role of the class teacher in the process of adaptation of the child to the divorce of their parents. The survey was conducted on a sample of teachers from different parts of Croatia. The results showed that the divorce did not cause changes in the external behavior and school success of divorced parents' children and their behavior in the classroom but is causing emotional reactions (fear), internalized behaviors, and relationships with others (withdrawal). In addition, age, gender, the presence of family violence in time and / or after divorce, the conflicting nature of the divorce, the parent with whom the child lives after the divorce, maintaining regular contacts with the parent with whom the child does not live and the quality of the teacher and parent co-operation is statistically significant, and the existence of a new parent partner with which the child lives does not prove to be a significant predictor of changes in some aspects of the behavior of divorced parents. Age and gender are important predictors of changes in the part of externelized behavior of divorced parent children, the presence of domestic violence during and / or after divorce and the maintenance of regular contacts with a parent with whom the child does not live in the part of emotional reaction and externality behavior, conflicting nature of divorce emotional response, the parent with whom the child lives in the part of school success and teaching behavior and relationships with others, and the quality of teacher and parent co-operation in the part of emotional response, outsourced behavior and school success and behavior in teaching. |
