prikaz prve stranice dokumenta Emocije, emocionalna regulacija i psihičko zdravlje nastavnika
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master's thesis
Emocije, emocionalna regulacija i psihičko zdravlje nastavnika
2017. urn:nbn:hr:162:044342
Marinović, Matea
University of Zadar
Department of Psychology

Cite this document

Marinović, M. (2017). Emocije, emocionalna regulacija i psihičko zdravlje nastavnika (Master's thesis). Zadar: University of Zadar. Retrieved from https://urn.nsk.hr/urn:nbn:hr:162:044342

Marinović, Matea. "Emocije, emocionalna regulacija i psihičko zdravlje nastavnika." Master's thesis, University of Zadar, 2017. https://urn.nsk.hr/urn:nbn:hr:162:044342

Marinović, Matea. "Emocije, emocionalna regulacija i psihičko zdravlje nastavnika." Master's thesis, University of Zadar, 2017. https://urn.nsk.hr/urn:nbn:hr:162:044342

Marinović, M. (2017). 'Emocije, emocionalna regulacija i psihičko zdravlje nastavnika', Master's thesis, University of Zadar, accessed 11 January 2025, https://urn.nsk.hr/urn:nbn:hr:162:044342

Marinović M. Emocije, emocionalna regulacija i psihičko zdravlje nastavnika [Master's thesis]. Zadar: University of Zadar; 2017 [cited 2025 January 11] Available at: https://urn.nsk.hr/urn:nbn:hr:162:044342

M. Marinović, "Emocije, emocionalna regulacija i psihičko zdravlje nastavnika", Master's thesis, University of Zadar, Zadar, 2017. Available at: https://urn.nsk.hr/urn:nbn:hr:162:044342

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Metadata
TitleEmocije, emocionalna regulacija i psihičko zdravlje nastavnika
Title (english)Emotions, emotional regulation and psychological health of the teachers
AuthorMatea Marinović
MentorAna Slišković (mentor)
Committee memberAna Slišković (predsjednik povjerenstva)
Committee memberIrena Burić (član povjerenstva)
Committee memberIzabela Sorić (član povjerenstva)
GranterUniversity of Zadar
(Department of Psychology)
Zadar
Defense date and country2017-09-30, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
Psychology of Work
Abstract
Nastavnička profesija smatra se jednom od najstresnijih i emocionalno najzahtjevnijih profesija. Nastavnici svakodnevno u interakciji s brojnom djecom i odraslima doživljavaju širok raspon pozitivnih i negativnih emocija za vrijeme poučavanja. Zaštitni faktor u pogledu nepovoljnih učinaka neugodnih emocija koje nastavnici doživljavaju na poslu je korištenje učinkovitih strategija emocionalne regulacije. Adekvatna regulacija emocija pridonosi boljim rezultatima učenika, održavanju podržavajuće klime u razredu, te boljim odnosima s učenicima i među učenicima, ali i s ostalim dionicima obrazovnog sustava. S obzirom na važnost emocija i emocionalne regulacije u održavanju psihičkog zdravlja, u ovom smo se istraživanju fokusirali na ulogu emocija i strategija emocionalne regulacije u objašnjenju psihopatoloških simptoma, preciznije anksioznosti, depresivnosti i somatizacije. Dodatni cilj bio je ispitati razlike u razinama nastavničkih emocija prema učenicima i razlike u razinama korištenja pojedinih strategija emocionalne regulacije između nastavnika zaposlenih na različitim obrazovnim razinama (učitelji razredne nastave, nastavnici predmetne nastave u osnovnim školama i nastavnici predmetne nastave u srednjim školama). Istraživanje je provedeno na uzorku od 2847 učitelja i nastavnika (859 učitelja razredne nastave, 1033 nastavnika predmetne nastave u osnovnim školama i 904 nastavnika predmetne nastave u srednjim školama) zaposlenih u različitim osnovnim i srednjim školama diljem Republike Hrvatske. Rezultati pokazuju da učitelji razredne nastave doživljavaju veće razine pozitivnih emocija prema učenicima u odnosu na predmetne nastavnike u osnovnim i srednjim školama. Nadalje, predmetni nastavnici u osnovnim školama doživljavaju veće razine ljutnje u odnosu na učitelje razredne nastave i predmetne nastavnike u srednjim školama. Također, postoji značajna razlika u doživljenim razinama bespomoćnosti s obzirom na radno mjesto nastavnika, pri čemu predmetni nastavnici u osnovnoj školi doživljavaju veće razine bespomoćnosti u odnosu na učitelje razredne nastave. Učitelji razredne nastave češće koriste većinu strategija emocionalne regulacije u odnosu na predmetne nastavnike u osnovnim i srednjim školama. Konačno, rezultati pokazuju da su emocije prema učenicima i korištenje različitih strategija emocionalne regulacije značajni prediktori razine psihopatoloških simptoma (depresivnosti, anksioznosti, somatizacije) kod nastavnika.
Abstract (english)
The teaching profession is considered as most stressful and most emotionally demanding profession. Teachers daily interact with numerous children and adults experiencing a wide range of positive and negative emotions while teaching. A protective factor in the adverse consequences of unpleasant emotions that teachers are experiencing at work is the use of effective emotional regulation strategies. Adequate emotion regulation leads to good results of students, maintaining a supportive climate in the classroom, and better relations with students and among students, but also with other stakeholders of the education system. Considering the importance of emotion and emotional regulation in maintaining mental health, we have focused on the role of emotions and strategies of emotional regulation in explaining psychopathological symptoms, more precisely anxiety, depression and somatization. An additional aim was to examine the differences in levels of teacher's emotions in relation to students and the differences in the levels of use of emotional regulation strategies between teachers working at different educational levels (classroom teachers, elementary school teachers and secondary school teachers). The study was conducted on a sample of 2847 teachers (859 classroom teachers, 1033 elementary school teachers and 904 secondary school teachers) from different elementary and secondary schools in Croatia. Results showed that classroom teachers experience a higher levels of positive emotions in relation to students compared to elementary and secondary school teachers. Furthermore, elementary school teachers experience a higher levels of anger compared to classroom teachers and secondary school teachers. Also, there is significant difference in experienced levels of helplessness between teachers, whereby elementary school teachers experience higher levels of helplessness compared to classroom teachers. Classroom teachers use more often various emotional regulation strategies than elementary and primary school teachers. Finally, the results showed that teacher's emotions in relation to students and the use of different strategies of emotional regulation are significant predictors of psychopathological symptoms (depression, anxiety, somatization) among teachers.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:162:044342
Study programmeTitle: Psychology
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2018-02-13 17:49:50