| Abstract | Školsko okruženje za učenika predstavlja izvor raznolikih i intenzivnih emocionalnih iskustava koja usmjeravaju njegove interakcije, utječu na učenje i postignuće, te oblikuju njegov osobni rast i razvoj. Način na koji učenik odgovara na zahtjeve školskog okruženja utječe na njegov školski uspjeh i zadovoljstvo. Učenik često nailazi na prepreke tijekom učenja - bučna okolina učenja, ometajuće misli, negativne emocionalne reakcije i loše vještine organizacije. Prepreke na koje učenik nailazi tijekom učenja i način na koji ih savladava mogu utjecati na njegov školski uspjeh i zadovoljstvo, te mogu dovesti do korištenja neadekvatnih strategija poput samohendikepiranja. U uspješnom savladavanju prepreka tijekom učenja učeniku može pomoći njegova percepcija samoefikasnosti, ciljne orijentacije koje je usvojio te emocionalna regulacija. Ovim radom pobliže je ispitana učenikova percepcija samoefikasnosti, njegove usvojene ciljne orijentacije te emocionalna regulacija u svrhu utvrđivanja njihovih doprinosa školskom uspjehu i zadovoljstvu učenika, te korištenja samohendikepirajućeg ponašanja. Istraživanje je provedeno na učenicima trećih razreda gimnazija u Šibeniku i Biogradu na moru. U ispitivanju su sudjelovala 164 učenika, od toga 57 učenika i 107 učenica. Dob ispitanika je bila između 16 i 19 godina (M=17,07; SD=0,36). Korištene su Skala akademske emocionalne regulacije (Burić, Sorić i Penezić, 2016), Skala ciljnih orijentacija učenika (Rovan i Jelić, 2010), Skala opće samoefikasnosti (Ivanov i Penezić, 1998), Skala akademske samoefikasnosti (iz MSLQ, Pintrich i sur., 1991) te Skala akademskog samohendikepiranja (iz PALS, Midgley i sur., 2000). Ustanovljeno je da je akademska samoefikasnost najbolji pozitivan prediktor školskog uspjeha i zadovoljstva učenika. Nadalje, ciljna orijentacija izbjegavanja truda pokazala se kao značajan negativan prediktor školskog uspjeha i zadovoljstva, te značajan pozitivan prediktor samohendikepiranja. Uz ciljnu orijentaciju izbjegavanja truda, izbjegavajuća ciljna orijentacija na izvedbu bila je značajan pozitivan prediktor očekivanog školskog uspjeha na kraju tekuće školske godine, a pristupajuća ciljna orijentacija na učenje značajan negativan prediktor samohendikepiranja. Od strategija emocionalne regulacije, strategija reprocjene istakla se kao značajan negativan prediktor školskog uspjeha i zadovoljstva, te značajan pozitivan prediktor samohendikepiranja. Uz reprocjenu, strategije izbjegavanja situacije i traženja socijalne podrške su također značajni pozitivni prediktori samohendikepiranja. |
| Abstract (english) | School environment represents a source of diverse and intense emotional experiences for students that guide his interactions, affect his learning and achievement and shape his personal growth and development. The way a student responds to the demands of school environment can influence his school success and satisfaction. A student often faces impediments during his learning – loud learning environment, distracting thoughts, negative emotional reactions and poor organization skills. Impediments on that student faces during his learning and the way he masters it can affect his school success and satisfaction and lead to inadequate strategies such as self handicapping. In successfully overcoming impediments during his learning a student can use his perception of self-efficacy, goal orientations that he adopted and emotional regulation. In this study, we examined students' perception of selfefficacy, their goal orientations and emotion regulation so we could determine their contribution to school success and satisfaction and using of self-handicapping behavior. The research was conducted on students of third grade from gymnasium in Šibenik and Biograd na moru. The study involved 164 students, of whom 57 male and 107 female students. Age of respondents was between 16 to 19 years (M=17.07; SD=0.36). We used the Academic emotion regulation questionnaire (Burić, Sorić and Penezić, 2016), Scale of goal orientations of students (Rovan and Jelić, 2010), General self-efficacy questionnaire (Ivanov and Penezić, 1998), Scale of academic self-efficacy (from MSLQ, Pintrich et al., 1991) and Academic self-handicapping scale (from PALS, Midgley et al., 2000). Our study found that the best predictor of school success and student satisfaction was academic self-efficacy. Furthermore, goal orientation of avoiding effort proved to be a significant negative predictor of school success and satisfaction, and a significant positive predictor of self-handicapping. Along with the goal orientation to avoid effort, avoiding performance goal orientation was a significant predictor of expected school success at the end of current school year, while approaching learning goal orientation was a significant negative predictor of self-handicapping. On the contribution of emotion regulation strategies to predict school success, satisfaction and self-handicapping, reappraisal has been highlighted as a significant negative predictor of school success and student satisfaction and a significant positive predictor of student use of selhandicapping behavior. In addition, emotion regulation strategies of avoiding the situation and seeking social support were also significant positive predictors of self-handicapping behavior. |
