Povezanost motivacije studenata s različitim aspektima prilagodbe na studij

master's thesis

• Title (english): Relationship betweenn students' motivation and different aspects of adjustment to university
• Author: Kruna Crnjak
• Mentor: Zrinka Greblo Jurakić (mentor)
• Committee member: Maša Tonković Grabovac (predsjednik povjerenstva)
• Committee member: Ana Petak (član povjerenstva)
• Committee member: Zrinka Greblo Jurakić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Croatian Studies; (Department of Psychology); Zagreb
• Defense date and country: 2019-09-17, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology

Abstract

Povezanost motivacije studenata s različitim aspektima prilagodbe na studij S ciljem provjere osnovnih postavki teorije samoodređenja, ispitivala se povezanost motivacijskih orijentacija s različitim aspektima prilagodbe na studij koji uključuju vjeru u sebe i svoje sposobnosti, percipiranu socijalnu podršku i percipirani stres. U istraživanju je sudjelovalo 144 studenata i 290 studentica studija u Zagrebu, prosječne dobi od 22.18 godina (SD=2.159). Podaci su prikupljeni putem online upitnika koji je sadržavao: Ljestvicu akademske motivacije (Vallerand i sur., 1993a), Upitnik prilagodbe novih studenata (Watson i Lenz, 2017), Ljestvicu percipiranog stresa (Cohen, Kamarck i Mermelstein, 1983) te pitanja vezana uz sociodemografske podatke i obilježja studiranja. Prema rezultatima, više samoodređene motivacijske orijentacije su pozitivno povezane, a amotivacija (i vanjska regulacija kod studentica) je negativno povezana s vjerom u sebe i svoje sposobnosti. Više samoodređene motivacijske orijentacije (također vanjska regulacija i introjekcija kod studenata) pozitivno su povezane i s percipiranom socijalnom podrškom, a amotivacija negativno. Kod studentica je utvrđena negativna povezanost intrinzičnih motivacija te pozitivna povezanost amotivacije i vanjske regulacije s percipiranim stresom. Kod studenata, utvrđena je pozitivna povezanost vanjske regulacije i introjekcije s percipiranim stresom. Studentice koje izvješćuju o višim razinama percipiranog stresa, za razliku od onih koje izvješćuju o nižim razinama, iskazuju manje samoodređen motivacijski profil te niže razine na aspektima prilagodbe. Studenti koji izvješćuju o višim razinama percipiranog stresa, za razliku od onih koji izvješćuju o nižim, postižu više rezultate na amotivaciji i introjekciji, a niže na vjeri u sebe i svoje sposobnosti. Ovakvi rezultati osim što ukazuju na potencijalne rodne razlike u mehanizmima prilagodbe, mogu služiti i kao temelj za razvoj programa za pospješivanje prilagodbe studenata i studentica.

Abstract (english)

Relationship between students' motivation and different aspects of adjustment to university With the aim of evaluating general principles of self-determination theory, the relationship between motivational orientations and different aspects of adjustment to university (belief in self and one's ability, perceived social support and perceived stress) was examined. The study included 144 male and 290 female students studying in Zagreb, with the mean age of 22.18 years (SD=2.159). The data were collected through an online questionnaire including: Academic motivation scale (Vallerand et al., 1993a), Inventory of New College Student Adjustment (Watson and Lenz, 2017), Perceived stress scale (Cohen et al., 1983), sociodemographics and other study-related questions. Results suggest that more self-determined motivational orientations are positively associated with belief in self and one's ability, while amotivation (and also external regulation for female students only) is negatively related to belief in self and one's ability. More self-determined motivational orientations (and also external regulation and introjection for male students only) are positively related to perceived social support, while amotivation is negatively related to perceived social suport. Furthermore, for women, intrinsic motivational orientations are positively related to perceived stress, while amotivation and external regulation are negatively related to perceived stress. For men, both external regulation and introjection are positively related to perceived stress. Women reporting higher levels of perceived stress, compared to those reporting lower levels, showed less self-determined motivational profile and lower levels of adjustment aspects. Men reporting higher levels of perceived stress, compared to those reporting lower levels, tend to have higher levels of amotivation, introjection and lower levels of belief in self and one's ability. Results of this research, besides pointing out the potential gender differences in adjustment mechanisms, can also serve as the basis for developing programs to enhance students' adjustment to university.

• Keywords: motivacijske orijentacije; prilagodba na studij; percipirani stres; rodne razlike
• Keywords (english): motivational orientation; adjustment to university; perceived stress; gender differences
• Language: croatian
• URN:NBN: urn:nbn:hr:111:504990
• Study programme: Title: Department of Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2020-01-13 11:27:59