| Sažetak | Adolescencija kao razdoblje prelaska iz djetinjstva u odraslu dob donosi brojne promjene na fizičkom i psihičkom planu pojedinca. Iz navedenog razloga, određene konstrukte i hipoteze moguće je ispitivati samo na populaciji adolescenata (Lebedina-Manzoni i Lotar 2011).
Istraživanje je uključivalo konstrukte emocionalnih kompetencija, obrazaca privrženosti i stilova odgoja. Spomenuti konstrukti ispitivani su u brojnim istraživanjima i doprinose jasnijem shvaćanju adolescenata, ali i sastavljanju preventivnih programa koji mogu doprinijeti razvoju važnih socio-emocionalnih kompetencija. U istraživanje je uključen 101 sudionik (aritmetička sredina dobi iznosila je M=16,93, uz sd=0,84), učenik Opće i Matematičke gimnazije u Županji, a za svoj cilj, istraživanje je imalo proučiti povezanosti spomenutih konstrukata. Posljedice metodoloških ograničenja istraživanja, poput realtivno malog, prigodnog broja sudionika te korištenja mjera samoprocjene u ispitivanju emocionalnih kompetencija adolescenata, mogle su uzrokovati da dobivene razlike, testirane modelima analize varijance, nisu u potpunosti potvrdile unaprijed postavljena očekivanja.
Više rezultate na Upiniku emocionalne kompetentnosti imali su učenici viših razreda srednje škole, a doprinos spola u objašnjenju varijance vidljiv je samo kod podljestvice regulacije i upravljanja emocijama (F=4,38, p<0,05). Doprinos razreda kojem su pripadali sudionici bio je značajan na ukupnom rezultatu Upitnika (F=3,42. p<0,05), na podljestvici uočavanja i razumijevanja emocija (F=3,57, p<0,05) i na podljestvici regulacije i upravljanja emocijama (F=3,29, p<0,05). Provedena je i hijerarhijska regresijska analiza koja je ispitivala doprinos dobi i spola sudionika te procjena ponašanja roditelja na varijancu rezultata u području emocionalnih kompetencija. Ukupan rezultat na tom upitniku, kao kriterijska varijabla značajno je objašnjen u iznosu 14,3% pomoću seta prediktorskih varijabli, a rezultat na subljestvici regulacije i upravljanja emocijama u najvećem je postotku značajno objašnjen pomoću zadanog seta varijabli (16,7%). Posljednje je testirana raspodjela sudionika po stilovima privrženosti, koja nije pratila unaprijed očekivanu raspodjelu, svega 36.6% sudionika pokazalo je siguran obrazac privrženosti. Dobiveni rezultat raspodjele obrazaca privrženosti na ispitivanom uzorku mogao je biti posljedica izostanka stvarnih partnerskih odnosa u ispitivanoj dobi. U budućim istraživanjima iste teme svakako bi trebalo uključiti veći broj sudionika, a korišteni testovi trebali bi uključivati i različite mjere od onih samoprocjene. |
| Sažetak (engleski) | Adolescence as a period of transition from childhood to adulthood brings numerous physical and psychological changes in an individual. For this reason, certain constructs and hypotheses can only be examined on the population of adolescents (Lebedina-Manzoni and Lotar 2011).
The study included constructs of emotional competencies, attachment patterns, and parenting styles. These constructs have been examined in numerous studies and contribute to a clearer understanding of adolescents, as well as the development of preventive programs that can contribute to the development of important socio-emotional competencies. The study included 101 participants (the mean age was M=16.93, with sd=0.84), students of the General and Mathematical Gymnasium in Županja, and aimed to examine the correlations between the mentioned constructs. Methodological limitations of the study, such as a relatively small sample size and the use of self-assessment measures in examining emotional competencies of adolescents, may have caused the obtained differences, tested by models of variance analysis, to not fully confirm the pre-established expectations. Students in higher grades of high school had higher results on the Emotional Competence Questionnaire, and the contribution of gender in explaining the variance is only visible in the subscale of regulation and emotion management (F=4.38, p<0.05). The contribution of the participants' class was significant in the total result of the questionnaire (F=3.42, p<0.05), in the subscale of emotion recognition and understanding (F=3.57, p<0.05), and in the subscale of emotion regulation and management (F=3.29, p<0.05). Hierarchical regression analysis was also conducted to examine the contribution of participants' age, gender, and assessment of parental behavior to the results in the area of emotional competencies. The total result on the questionnaire, as a criterion variable, was significantly explained by 14.3% with the set of predictor variables, and the result on the subscale of emotion regulation and management was most significantly explained by the given set of variables (16.7%). Finally, the distribution of participants by attachment styles was tested, which did not follow the expected distribution, as only 36.6% of participants showed a secure attachment pattern. The obtained result of the distribution of attachment patterns in the examined sample could have been due to the absence of actual partnership relations at the examined age. Future research on the same topic should include a larger number of participants, and the tests used should include various measures other than self-assessment measures. |
