Abstract

This paper explores the possible relationships between students’ positive attitudes and interest toward technology and teachers’ approaches. The study was conducted with a sample of students (N = 2312) from 5 to 8th grade of primary school in Croatia. Reduced descriptions of teachers’ approaches were used as predictors of students’ positive attitudes and interest. Multiple regression was used to determine correlations between teachers’ approaches and students’ attitudes. The results show a weak but positive correlation between students’ attitudes and interests and teachers’ approaches typical of the flexible teacher profile. This refers to approaches in which teachers ensure that they understand the purpose of learning, implement activities that are useful from the students’ perspective, and allow students to do what they are successful at. Although the characteristics of Croatian technology teachers fit the flexible teacher profile, the correlated approaches identified here do not dominate. Despite the results, due to the complexity of the influence on students’ interests and attitudes, further research is needed that considers other possible predictors and their interactions.

中文翻译：

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克罗地亚小学教师的教学方法与学生对技术的态度之间的关系

摘要

本文探讨了学生对技术的积极态度和兴趣与教师的方法之间可能的关系。该研究以克罗地亚小学 5 至 8 年级的学生样本（N = 2312）进行。对教师方法的简化描述被用作学生积极态度和兴趣的预测指标。使用多元回归来确定教师的方法和学生的态度之间的相关性。结果表明，学生的态度和兴趣与灵活教师形象中典型的教师方法之间存在微弱但正相关的关系。这是指教师确保他们理解学习的目的，实施从学生的角度来看有用的活动，并允许学生做他们擅长的事情。尽管克罗地亚技术教师的特点符合灵活的教师形象，但此处确定的相关方法并不占主导地位。尽管有这些结果，由于对学生兴趣和态度的影响的复杂性，需要进一步的研究来考虑其他可能的预测因素及其相互作用。