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Fokus rada je na motivaciji kao jednom od glavnih čimbenika u poučavanju i učenju stranih jezika, kao i na načinu na koji se učenici motiviraju za njihovo učenje. Kao potpora empirijskom istraživanju testirani su aspekti motivacije (intrinzične i ekstrinzične) kako bi se ispitao njihov doprinos tijekom online nastave izazvane Covidom-19 i nakon povratka u škole. U prilog dobivenim rezultatima dane su preporuke koje bi mogle poslužiti budućoj organizaciji online nastave, ali i poslužiti pedagoško-psihološkim i didaktičko-metodičkim kompetencijama nastavnika. Istraživanje je potvrdilo povećanje i intrinzične i ekstrinzične motivacije nakon povratka u školu, za razliku od razdoblja provedenoga u online nastavi s izuzetkom aspekta učenja njemačkoga jezika. Prisutna intrinzična motivacija za učenje njemačkoga jezika u predikciji učenja njemačkoga jezika daje bolje rezultate iz razdoblja 2019. u odnosu na razdoblje 2021. Zanimljivo je da su učenici 2019. više uživali u samostalnom učenju tijekom online nastave nego danas u učionicama. Utjecaj analiziranih aspekata ekstrinzične motivacije proveden je uz pomoć korištenih metoda i nastavnih oblika rada. Utvrđene vrijednosti pokazuju veću snagu u 2021. godini u odnosu na 2019. godinu. Implikacije nedostatka digitalnih kompetencija ozbiljno zahtijevaju restrukturiranje obrazovnoga rada učitelja., The focus of the work is on motivation as one of the main factors in teaching and learning foreign languages, as well as on the way students are motivated to learn them. In support of empirical research, aspects of motivation (intrinsic and extrinsic) were tested to examine their contribution during online classes caused by Covid-19 and after the return to schools. In support of the obtained results, recommendations were given that could serve the future organization of online classes, but also the pedagogical-psychological and didactic-methodical competences of teachers. The research confirmed an increase in both intrinsic and extrinsic motivation after returning to school, in contrast to the period spent in online classes, with the exception of the German language learning aspect. In the prediction of learning the German language, the present intrinsic motivation for learning the German language gives better results for the period of 2019 than for the period of 2021. It is interesting that in 2019 students enjoyed independent learning more during online classes than today in classrooms. The analysis of the influence of extrinsic motivation was carried out with the help of the used teaching methods and forms of work. The established values show greater strength in 2021 compared to 2019. The implications of the lack of digital competences seriously require a restructuring of the educational work of teachers.

The article presents the contribution of socio-demographic, socio-economic, employment status and level of education of parents/guardians to students’ school success. The aim of this article is to discover the causes of school (un)success given the contribution of predictor variables. The predictor set of variables consists of four scales: socio-demographic status (total number of brothers, total number of sisters, marital status of parents, distance from home to school and number of members households), socio-economic status (total monthly income of parents/guardians, place to study in the house/apartment, possession of laptop/computer, constant internet access in the house/apartment and the way they come to school), employment status of parents/guardian and educated status of parent/guardian. In addition to the set of predictors, a criterion variable was used, which consists of three dimensions, namely school success at the end of the sixth, seventh and eighth grade of primary school. The results of the research confirm a statistically significant correlation between socio-demographic, socio-economic, employment status and the level of education of parents/guardians and school success of children, provided that socio-demographic status has a higher predictive power on students’ school success. It was confirmed that students have a positive attitude about the importance of the grade as well as that they perceive that their parents have the same attitude.

While a family faces a test of its own resilience on one side, the most vulnerable member – at the same time the strongest – often shows behavioral symptoms on the other side by sending distress signals that “somewhere” something is not working. If this is a child and a student, then they will surely not benefit from the linear approach of institutional support, in which they are labeled for their behavior as an individual who needs to change and adapt to the rules (of the school). The cause lies in the sub-layer of symptoms that the education staff, primarily an expert associate, understand with the help of other members of the family system. They will then try to intensify communication and mutual understanding of common goals. The aim of the research was to examine the challenges and strengths faced by families from the perspective of expert associates using descriptive, causal and assessment methods. Explication of the findings based on the SCORE-15 instrument, in this paper, we examine the quality of support from the perspective of expert associates who, observing the family, confirm the linearity of their own approach, but also the challenge of a family that does not accept changes, yet urgently needs help. The results confirm that in more than 50% of cases the observed families apply a pattern of behavior aimed at preserving traditional values (morphostasis) while resisting to accept change coming from younger generations (morphogenesis) and “without trust and family cohesion, have challenges in balancing functional relationships within the family system”. Also, that expert associates encounter difficulties in the application of the system paradigm and that the linear approach prevails in the work. As for institutional support, with an emphasis on the school system, the findings confirm linearly based actions in the direction of treating the manifestations of the observed symptoms, but not the causes that had led to challenges in children’s behavior, which ul, Dok se obitelj suočava s testiranjem vlastite otpornosti na jednoj strani, nerijetko na drugoj, najranjiviji član, ujedno i najsnažniji, pokazuje simptome ponašanja šaljući signale za pomoć da „negdje” nešto ne funkcionira. Ukoliko je to dijete učenik, tada mu zasigurno nije od koristi linearni pristup institucionalne podrške, gdje je za svoje ponašanje označeni pojedinac koji se treba promijeniti i prilagoditi pravilima (škole). Uzrok se nalazi u podsloju simptoma koji nastavno osoblje, primarno stručni suradnik, razumije uz pomoć ostalih članova obiteljskog sustava, intenzivirajući komunikaciju i međusobno razumijevanje zajedničkih ciljeva. Cilj istraživanja bio je ispitati izazove i snage s kojima se suočavaju obitelji iz perspektive stručnih suradnika primjenom deskriptivne, kauzalne i metode procjenjivanja. Eksplikacijom nalaza na osnovi instrumenta SCORE-15 dobiveni rezultati potvrđuju da u više od 50 % slučajeva opservirane obitelji primjenjuju obrazac ponašanja usmjeren očuvanju tradicionalnih vrijednosti (morfostaza) s otporom prema prihvaćanju promjena od mlađih generacija (mofogeneza) te „bez povjerenja i obiteljske kohezije, suočavaju se s izazovima u balansiranju funkcionalnim odnosima unutar obiteljskog sustava”. Također i da stručni suradnici nailaze na poteškoće u primjeni sistemske paradigme te da u radu najčešće prevladava linearni pristup. Kada je riječ o institucionalnoj podršci s naglaskom na školski sustav, nalazi potvrđuju i linearno zasnovane akcije u smjeru tretiranja pojavnih oblika uočenih simptoma, ali ne i uzroka koji su do izazova u ponašanju djece i doveli, što se u konačnici reflektira na nezadovoljstvo vlastitim radom kod stručnih suradnika. Prostor za uspostavljanje partnerstva vidimo u rezultatima koji predstavljaju obitelji koje posjeduju vrijednosti poput njegovanja istine, hrabrosti i osobnih resursa uz pomoć kojih prebrođuju probleme, gdje se među prioritetima nalazi i zaštita najmlađih – djece, dok je kod stručnih suradnika po

The specificity of work in regular classes is certainly emphasized by the competencies of teachers to respond to the challenges of individualization of teaching and to provide an individual plan of progress in the educational process, depending on the planned support to the child. Teachers are often dissatisfied due to high expectations of themselves or the system, and there is no empirically based feedback on the quality of their work. In practice, there are also arguments at the expense of poor-quality work that teachers attach more importance to teaching content at the expense of the most important factor in the educational process – students. However, what if these facts do not apply to teachers who are child-oriented? Namely, the aim of the paper was to examine the quality of teachers’ work in the process of creating individualized educational programs taking into account the challenges, working with students of different ages in the classroom and subject teaching. The results confirm that the teachers individualize educational programs in cases of support due to the developmental difficulties of children and that there is no statistically significant difference in work depending on the age of the children. This category of teachers is homogeneous. The results also confirm that it is unjustified to talk about the orientation to educational areas and only then to the student. Only 2.3% of teachers are impressed by the areas of socialization, literacy, mathematics and school skills when designing individualized educational programs. At the same time, this way of working speaks in favor of the teacher as the role model by which we can achieve the quality of upbringing and education for every child.

Education reform that follows the needs of all students, parents and employees in educational institutions would imply goal-oriented action. The practice that promotes a concept focused on the teaching content and which does not even announce the learning outcomes in the pedagogical records confirms that the student is not a subject of the educational process and that there is a possible gap between theory and practice. However, what if we see this realization as a possibility? If we started the analysis of the quality of practice orientations and “from the end,” we would determine the factual role of all those involved in the educational process without, possibly unnecessary, polar orientations “for and against”. The aim of this paper is to examine the orientation of the curriculum present in the practice of educational institutions in order to conclude about the pedagogical discourse as the basis for change. The paper first operationalizes the concepts with regard to the types of curriculum present in educational practice, and then empirically verifies the testing of the set hypotheses. The obtained research results show that all curriculum orientations are equally represented in educational practice; classroom and subject teachers do not differ in the implementation of the educational process according to the type of curriculum and the orientation to learning outcomes and teaching goals contribute to the explanation of the open and closed curriculum. The last part of the paper explains and critically discusses pedagogical discourse as an agent for changes in the field of educational practice quality based on initial reflections on the current focus on competencies as a pedagogical standard. The contribution to the research was given by 113 educators employed in primary schools by providing answers to the created e-Instrument for the purpose of the research.