Ciljne orijentacije u učenju, uvjerenja o kontroli i suočavanje sa školskim neuspjehom kod darovitih učenika

master's thesis

• Title (english): Goal orientations, beliefs about control and coping with school failure among gifted students
• Author: Anita Bartolin
• Mentor: Nina Pavlin Bernardić (mentor)
• Committee member: Andreja Brajša-Žganec (predsjednik povjerenstva)
• Committee member: Jelena Maričić (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: 2017-09-13, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology

Abstract

Cilj ovog istraživanja bio je kvantitativno i kvalitativno ispitati ciljne orijentacije u učenju, uvjerenja o kontroli i suočavanje sa školskim neuspjehom kod darovitih učenika. U prvom, kvantitativnom dijelu sudjelovalo je 25 djece, dok je u drugom, kvalitativnom dijelu sudjelovalo njih 12, pri čemu su svi polaznici jedne zagrebačke udruge za rad s darovitim učenicima. Sudionici su ispunjavali Skalu ciljnih orijentacija, Skalu uvjerenja o kontroli i Skalu suočavanja sa školskim neuspjehom, a dio njih je o navedenim konstruktima odgovarao i putem fokusnih grupa. Kvantitativna analiza pokazala je pozitivnu povezanost ciljne orijentacije na učenje sa proaktivnim uvjerenjima o kontroli i suočavanjem usmjerenim na problem, kao i obrambenih uvjerenja o kontroli sa strategijom zaštite emocija udaljavanjem i ciljnom orijentacijom na izvedbu i neakademskom orijentacijom. Zabilježena je i negativna povezanost neakademske orijentacije sa proaktivnim uvjerenjima o kontroli i suočavanjem usmjerenim na problem. Daroviti učenici značajno češće koriste ciljnu orijentaciju na učenje i neakademsku orijentaciju u odnosu na orijentaciju na izvedbu. Zabilježeno je i češće korištenje proaktivnih u usporedbi s obrambenim uvjerenjima o kontroli, te strategija suočavanja usmjerenih na problem u odnosu na strategije usmjerene na zaštitu emocija i ega udaljavanjem. Rezultati kvalitativne analize pokazali su kako daroviti učenici kao razloge učenja navode zanimljivost predmeta, primjenu u životu, upis u srednju školu i strah od loše ocjene. Kao uzroke dobrih i loših ocjena prepoznaju trud, sposobnosti i osobine nastavnika, a na lošu ocjenu reagiraju učenjem, tugom ili bijesom, te skretanjem pažnje. Navode pozitivna, ali i negativna ponašanja nastavnika. Roditelji ih za dobre ocjene nagrađuju, dok na loše ocjene reagiraju zabranama, razumijevanjem i pomaganjem u učenju. Kao izvore nezadovoljstva školom navode predmete koje smatraju beskorisnim, metode ispitivanja i manjak slobodnog vremena.

Abstract (english)

The aim of this study was to quantitatively and qualitatively examine goal orientations, beliefs about control and coping with school failure among gifted students. In the first, quantitative part, 25 children were included, while in the second, qualitative part 12 were included, all of which were participants of one association for working with gifted children in Zagreb. Participants filled in the Questionnare of goal orientation, the Questionnare of beliefs about control and the Questionnare of coping with school failure, while some of them also gave responses about these constructs through the focus groups. Quantitative analysis showed positive correlation between mastery goal orientation and proactive beliefs about control, as well as between mastery goal orientation and problem-focused coping. There was positive correlation between defensive beliefs about control and protection of emotion strategy as well as between defensive beliefs about control, performance goal orientations and non-academic orientation. Non-academic orientation was negatively correlated with proactive beliefs about control and problem-focused coping. Gifted students more often use mastery goal orientation
and non-academic orientation compared to performance goal orientation. There was also a more frequent use of proactive compared to defensive beliefs about control, as well as problemfocused coping compared to protection of emotion and ego strategies. The results of qualitative analysis showed that gifted students' reasons for studying were whether they found the subject interesting, how applicable it may be in real life, how important it is for high school enrollment and the fear of bad grades. They point out personal effort, abilites and characteristics of professors as causes of their good and bad grades, and respond to bad grades by studying, sorrow or anger and refocusing attention. They also described positive and negative teachers' behavior. Parents reward them for good grades, and react to bad grades by bans, understading and offering them help with studying. As sources of school dissatisfaction they described subjects that they consider unimportant, test methods and the lack of free time.

• Keywords: ciljne orijentacije u učenju; uvjerenja o kontroli; suočavanje sa školskim neuspjehom; daroviti učenici
• Keywords (english): goal orientations; beliefs about control; coping with school failure; gifted students
• Language: croatian
• URN:NBN: urn:nbn:hr:111:414128
• 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: 2017-10-12 07:41:40