Neki prediktori strategija suočavanja sa školskim neuspjehom kod učenika osnovne škole

master's thesis

• Title (english): Predisctors of using different strategies for coping with School failure in elementary School children
• Author: Barbara Osmec
• Mentor: Nina Pavlin Bernardić (mentor)
• Committee member: Andreja Brajša-Žganec (predsjednik povjerenstva)
• Committee member: Sanja Budimir (član povjerenstva)
• Committee member: Nina Pavlin Bernardić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Croatian Studies; (Department of Psychology); Zagreb
• Defense date and country: 2016-09-15, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology

Abstract

Cilj ovog istraživanja je ispitati mogu li spol i dob, školski uspjeh, atribucije školskog uspjeha i neuspjeha te emocionalne kompetencije učenika, predvidjeti strategiju suočavanja s dobivanjem loše ocjene. U istraživanju je sudjelovalo 220 učenika viših razreda dviju zagrebačkih osnovnih škola. Učenici su ispunjavali upitnik koji se sastojao od skale suočavanja sa školskim neuspjehom, skale atribucije školskog uspjeha i neuspjeha te upitnika emocionalnih vještina i kompetentnosti. Provedene su hijerarhijske regresijske analize kojima je pokazano da je setom prediktora objašnjeno 32% varijance suočavanja usmjerenog na problem, pri čemu su značajni pozitivni pojedinačni prediktori spol, pripisivanje uspjeha trudu, upravljanje i regulacija emocija te školski uspjeh. Značajnim negativnim prediktorom pokazalo se pripisivanje neuspjeha školi. Uz navedeno, prediktorima je objašnjeno 21% varijance zaštite emocija udaljavanjem te su značajni pozitivni prediktori pripisivanje uspjeha trudu i neuspjeha školi, dok se razred pokazao kao značajan negativan prediktor. Prediktori su objasnili najmanje varijance zaštite ega udaljavanjem te se nijedan prediktor nije pokazao statistički značajnim. Dobivenim rezultatima potvrđene su istraživačke hipoteze, a jedini izuzetak je nalaz da emocionalne kompetencije bolje predviđaju suočavanje usmjereno na problem, što nije u skladu s očekivanjima.

Abstract (english)

The aim of the present study is to investigate whether age and gender, school achievement, attributions of school success and failure and emotional competencies can predict how will the students cope with school failure. 220 elementary school students from 5th to 8th grade participated in this research. The students filled Academic Stress Coping Scale, Attributions of School Success and Failure Scale and Emotional Skills and Competence Questionnaire. Results of hierarhical regression analysis showed that predictors explained 32% of problem-focused coping variance, with gender, attribution of success to effort, emotional regulation and school success being significant positive predictors. Attribution of failure to school was significant negative predictor of using this strategy. Other than that, predictors explained 21% variance of protection of emotion strategy, with attribution of success to effort and failure to school, being significant positive predictors, and age being significant negative predictor. Predictor groups explained only 11% of ego protection variance. The results confirmed our hypotheses and the only exception was the result that emotional competencies are better in predicting problem-focused coping, which was not expected.

• Keywords: suočavanje sa školskim neuspjehom; emocionalne kompetencije; atribucije školskog uspjeha i neuspjeha.
• Keywords (english): coping with school failure; emotional competence; attribution of school success and failure
• Language: croatian
• URN:NBN: urn:nbn:hr:111:595731
• 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: Access restricted to students and staff of home institution
• Created on: 2016-10-06 12:35:47