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undergraduate thesis
Odnos akademskog uspjeha, samopoštovanja i automatskih misli kod studenata
2020. urn:nbn:hr:162:327092
Velić-Grgić, Iva
University of Zadar
Department of Psychology

Cite this document

Velić Grgić, I. (2020). Odnos akademskog uspjeha, samopoštovanja i automatskih misli kod studenata (Undergraduate thesis). Zadar: University of Zadar. Retrieved from https://urn.nsk.hr/urn:nbn:hr:162:327092

Velić Grgić, Iva. "Odnos akademskog uspjeha, samopoštovanja i automatskih misli kod studenata." Undergraduate thesis, University of Zadar, 2020. https://urn.nsk.hr/urn:nbn:hr:162:327092

Velić Grgić, Iva. "Odnos akademskog uspjeha, samopoštovanja i automatskih misli kod studenata." Undergraduate thesis, University of Zadar, 2020. https://urn.nsk.hr/urn:nbn:hr:162:327092

Velić Grgić, I. (2020). 'Odnos akademskog uspjeha, samopoštovanja i automatskih misli kod studenata', Undergraduate thesis, University of Zadar, accessed 11 April 2024, https://urn.nsk.hr/urn:nbn:hr:162:327092

Velić Grgić I. Odnos akademskog uspjeha, samopoštovanja i automatskih misli kod studenata [Undergraduate thesis]. Zadar: University of Zadar; 2020 [cited 2024 April 11] Available at: https://urn.nsk.hr/urn:nbn:hr:162:327092

I. Velić Grgić, "Odnos akademskog uspjeha, samopoštovanja i automatskih misli kod studenata", Undergraduate thesis, University of Zadar, Zadar, 2020. Available at: https://urn.nsk.hr/urn:nbn:hr:162:327092

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Metadata
TitleOdnos akademskog uspjeha, samopoštovanja i automatskih misli kod studenata
Title (english)Relationship between academic achievement, self-esteem and automatic thoughts among university students
AuthorIva Velić-Grgić
MentorAna Proroković (mentor)
Committee memberAna Proroković (predsjednik povjerenstva)
Committee memberLjiljana Gregov (član povjerenstva)
Committee memberLozena Ivanov (član povjerenstva)
GranterUniversity of Zadar
(Department of Psychology)
Zadar
Defense date and country2020-09-29, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
Abstract
Akademski uspjeh je jedan od najčešće upotrebljavanih konstrukata u području istraživanja obrazovanja. Brojni istraživači su nastojali identificirati faktore koji doprinose uspjehu i neuspjehu studenata. U ovom istraţivanju se nastojao dobiti dublji uvid u odnos akademskog uspjeha, samopoštovanja i negativnih automatskih misli kod studenata. U istraživanju je sudjelovalo 239 studenata različitih Sveučilišta u Republici Hrvatskoj pri čemu je 77,4% bilo ženskog, a 22,6% muškog spola. Za procjenu razine samopoštovanja, korištena Rosenbergova skala samopoštovanja (1965), a kako bi se procijenila čestina javljanja različitih tipova automatskih misli kod studenata primijenjen je Upitnik automatskih misli za vrijeme učenja i polaganja ispita (Ţivčić-Bećirević, 2003). Kao mjera akademskog uspjeha korištena je prosječna ocjena dotadašnjeg studija, a ispitanici su upitani i o tome koliko su oni sami zadovoljni sobom kao studentom. Nije utvrđena statistički značajna povezanost razine samopoštovanja i akademskog uspjeha mjerenog prosječnom ocjenom studija. Ipak, studenti s višim razinama samopoštovanja su zadovoljniji sobom kao studentom. Negativne automatske misli (strah od razočarenje roditelja, strah od neuspjeha, nedostatak motivacije i interesa) češće se javljaju studentima s nižom razinom samopoštovanja u odnosu na studente s višom razinom samopoštovanja. Pozitivne/ohrabrujuće automatske misli češće se javljaju studentima s višom raznom samopoštovanja u odnosu na studente s nižom razinom samopoštovanja. Studenti koji izvješćuju o rjeđem javljanju negativnih automatskih misli i češćem javljanju pozitivnih automatskih misli, postiţu bolji akademski uspjeh mjeren prosječnom ocjenom dotadašnjeg studija te su ujedno zadovoljniji sobom kao studentom.
Abstract (english)
Academic achievement is one of the most commonly used constructs in the field of educational research. Numerous researchers seek to identify the factors that contribute to student success and failure. The aim of the present study was to examine the relationship between academic achievement, self-esteem and automatic thoughts in students. A sample of N= 239 Croatian university students participated in the research, of which 77.4% were female and 22.6% male. The measures included Rosenberg Self-Esteem Scale and Automatic Thoughts during Learning and Taking Exam Questionnaire (Ţivčić-Bećirević, 2003). Academic achievement was mesured as students’ grade point average and respondents were also asked about how satisfied they were with themselves as students (self-satisfaction). No statistically significant correlation was found between self-esteem level and academic success measured by the average study grade. However, students with higher levels of self-esteem are more satisfied with themselves as a student. According to the results, negative automatic thoughts (fear of disappointing parents, fear of failure, lack of motivation and interest) are more common in students with lower self-esteem than in students with higher self-esteem. Positive / encouraging automatic thoughts are more common in students with higher selfesteem than in students with lower self-esteem. Students who report about less frequent occurrence of negative automatic thoughts and more frequent occurrence of positive automatic thoughts achieve better academic achievement measured as a grade point average. They are also more satisfied with themselves as students.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:162:327092
Study programmeTitle: Psychology
Study programme type: university
Study level: undergraduate
Academic / professional title: sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) psihologije (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) psihologije)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2020-12-09 12:45:41