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Abstract
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This paper presents the research on the correlation between physical and emotional abuse in families and their achievement in the subject of Croatian language.
The sample consisted of 602 (337 F and 265 M) students in their second year of high school. The following modifi ed instruments were used in the research: Questionnaire on stressful events in the family (for measuring physical abuse) and Questionnaire on childhood abuse (for measuring emotional abuse). The data on their achievement were obtained from students and school administration.
The results show that students physically abused in the family are low achievers in the subject Croatian language (M = 3,25; sd = 1.067; t = 2.108; df = 595; p<0,05), with respect to their colleagues who were not abused. When physical abuse is more intense so is achievement in the subject Croatian language lower.
In analyzing emotional abuse in the family a signifi cant difference between abused students and those who were not amused with respect to their achievement in Croatian was not established. However, it was confi rmed that in groups of more extremely emotionally abused children there was a difference with respect to their achievement in Croatian class (t = 2.098; df = 321, 630; p<0,05). Students who were more frequently emotionally abused have lower achievement results. The discussion points out those traumatic experiences of abuse have the power to hinder development of linguistic and communicative skills, which has an effect on the outcomes in language classes. Considering that literature deeply touches emotions and experiences the correlation of abuse with achievement is not surprising. The conclusion emphasizes improved use of teaching content and methods for easing problems of abused children and in that respect improving their achievement in school. |