Uloga pozitivnih akademskih emocija u školskom postignuću učenika srednjih škola

master's thesis

• Title (english): he role of positive academic emotions in academic achievement of high school students
• Author: Barbara Brdovčak
• Mentor: Andreja Brajša-Žganec (mentor)
• Committee member: Andreja Brajša-Žganec (predsjednik povjerenstva)
• Committee member: Ivana Hanzec (član povjerenstva)
• Committee member: Jasminka Despot Lučanin (član povjerenstva)
• Granter: University of Zagreb; Faculty of Croatian Studies; (Department of Psychology); Zagreb
• Defense date and country: 2015-07-14, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology

Abstract

Cilj ovog istraživanja bio je ispitati povezanost pozitivnih akademskih emocija sa školskim postignućem učenika te provjeriti eventualni medijacijski učinak strategija učenja (elaboracije i ponavljanja), akademske kontrole i samoefikasnosti u odnosu pozitivnih akademskih emocija vezanih uz boravak na nastavi i uz učenje i školskog postignuća učenika. U istraživanju je sudjelovalo 513 učenica i učenika drugih i trećih razreda srednjih škola. Pozitivne akademske emocije vezane uz boravak na nastavi i uz učenje ispitane su Upitnikom emocija postignuća, strategije učenja Upitnikom motivacijskih strategija učenja, akademska kontrola Skalom percipirane akademske kontrole te akademska samoefikasnost Upitnikom samoefikasnosti za djecu. Kao mjera školskog postignuća korištena je procjena ukupnog prosjeka ocjena na kraju školske godine. Dobiveni rezultati pokazali su statistički značajne pozitivne korelacije među svim varijablama uključenim u analizu, izuzev povezanosti strategije ponavljanja s akademskom kontrolom i školskim postignućem koje su bile niske i statistički neznačajne. Na osnovu pozitivnih akademskih emocija moguće je predviđati školski uspjeh učenika, pri čemu se akademska kontrola pokazala djelomičnim, a akademska samoefikasnost potpunim medijatorom u povezanosti emocije nade vezane uz boravak na nastavi i školskog postignuća, dok su se i akademska kontrola i samoefikasnost pokazale djelomičnim medijatorima u povezanosti emocije ponosa vezane uz učenje i školskog postignuća.

Abstract (english)

The aim of this study was to examine the correlations between positive academic emotions and academic success and to check for the possible mediation effect of learning strategies (elaboration and rehearsal), academic control and self-efficacy on the correlation of class and learning – related positive academic emotions and academic achievement of students. The research was conducted with 513 second and third grade high school students. Measures used in the research were: Achievement emotions questionnaire, Motivated Strategies for Learning Questionnaire, Perceived Academic Control Scale and Self-efficacy Questionnaire for Children. Great point average of school grades was used as a measure of academic achievement. The results showed statistically significant positive correlations between all variables included in the study, except the correlations of rehearsal with academic control and achievement, which were low and non-significant. It was shown that positive academic emotions can predict academic success of high school students, with academic control as partial, and academic achievement as dominant mediator of the correlation of the class-related hope and academic achievement, while both, academic control and self-efficacy were partial mediators in the correlation of learning – related pride and academic achievement.

• Keywords: pozitivne akademske emocije; školsko postignuće; strategije učenja; akademska kontrola; akademska samoefikasnost
• Keywords (english): positive academic emotions; academic achievement; learning strategies; academic
• Language: croatian
• URN:NBN: urn:nbn:hr:111:306511
• 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: Closed access
• Created on: 2015-10-27 10:45:35