Strategii de securizare psihologică a elevilor expuși didactogeniei: depatologizarea atitudinii față de învățare.

Abstract

Teachers’ inability to comply with the rules of the organization and conduct of the training process leads to a negative attitude of their students towards learning. The evidence that specialists from this field have been able to record to this day attests that, as a rule, the appearance of the targeted type of negativism is linked to cases where the inappropriate professional behavior of the teaching staff has as a purpose the dissemination of induced phobia states in the classroom, classroom-induced anxiety, classroom-induced frustration, classroominduced depression or/and classroom-induced neurosis. As soon as they appear, the states in question impose themselves as factors affecting work disposition and resistance to effort. In such a case, students will find it extremely difficult - or even impossible - to perform an activity that is rewarding, fast and of good quality. Their attitude towards learning will degrade significantly, turning into a sort of a positioning that will minimize - or even exclude - the idea that things aimed at acquiring knowledge, skills and abilities should be done with selflessness and pleasure, out of conviction and on your own initiative, conscientiously and with great diligence.