Title Uloga samopoštovanja i razredne klime u objašnjenju internaliziranih i eksternaliziranih problema u adolescenciji Title (english) The role of self-esteem and classroom climate in explaining internalizing and externalizing problems of adolescents Author Mia Žaja Mentor Izabela Sorić (mentor)Committee member Anita Vulić Prtorić (predsjednik povjerenstva)Committee member Lozena Ivanov (član povjerenstva)Committee member Izabela Sorić (član povjerenstva)Granter University of Zadar Defense date and country 2019-07-10, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Rezultati dosadašnjih istraživanja provjere uloge samopoštovanja u objašnjenju mentalnog zdravlja upućuju na to da veće razine samopoštovanja vode prema boljim socioemocionalnim ishodima, dok su niže razine samopoštovanja povezane sa širokim spektrom internaliziranih i eksternaliziranih problema. Negativna razredna klima, konflikti u školi i loši socijalni odnosi predstavljaju rizik za razvoj psihopatologije u djece i adolescenata. U pozitivnom ozračju, gdje se učenike tretira kao kompetentne osobe i pred njih stavljaju pozitivna i visoka očekivanja, učenici razumiju vrijednost učenja te se osjećaju sigurno jer nije ugrožena njihova emocionalna sigurnost i samopoštovanje. U takvom afirmirajućem i suradničkom okruženju, mogu se smanjiti napetosti i disciplinski problemi, pa je moguće da upravo razredna klima može imati ulogu medijatora u odnosu između samopoštovanja i internaliziranih i eksternaliziranih problema u ponašanju adolescenata. Važnost istraživanja učinaka percepcije razredne klime (i samopoštovanja) na psihološku dobrobit učenika odražava se i u njihovoj praktičnoj koristi za razvoj programa za unaprjeđivanje školskog i razrednog okruženja koje će doprinijeti razvoju djece i mladih, kako u akademskom smislu, tako i na socioemocionalnom planu.
Cilj ovog istraživanja bio je provjeriti ulogu samopoštovanja i percepcije razredne klime u pojašnjenju internaliziranih i eksternaliziranih problema na uzorku srednjoškolaca. U istraživanju je sudjelovalo 109 učenika zadarske gimnazije, od čega je 86 bilo ženskog spola, a 23 muškog spola. Korištene su Rosenbergova skala samopoštovanja (Rosenberg, 1965), Upitnik razredne okoline učenja (Grgin i Cvek Sorić, 1990) i Upitnik snaga i poteškoća (Goodman, 1997).
Ustanovljeno je da nema spolnih razlika u samopoštovanju, percepciji razredne klime i internaliziranim i eksternaliziranim problemima. Nadalje, samopoštovanje je bilo negativan prediktor internaliziranih i eksternaliziranih problema, dok percepcija razredne klime nije bila značajan prediktor internaliziranih i eksternaliziranih problema. Samopoštovanje je osim direktno, internaliziranim i eksternaliziranim problemima doprinosilo i preko percepcije razredne klime, tj. percepcija razredne klime je imala parcijalnu medijatorsku ulogu u odnosu između samopoštovanja i problema u adolescenciji.
Abstract (english) In previous research, which examined the role of self-esteem in explaining internalizing and externalizing problems of adolescents, results indicate that higher levels of self-esteem contribute to better socioemotional outcomes, while lower levels of self-esteem correlate with a wide spectrum of internalizing and externalizing problems. Bad classroom climate, conflicts in school and poor social relations are risk factors for developing psychopathology in children and adolscents. In a positive atmosphere, where teachers treat pupils as competent individuals, and have positive and high expectations for them, pupils will understand the value of learning and they will feel safe, because their emotional safety and self-esteem are not disturbed. In an affirmative and collaborative environment such as that one, tensions and disciplinary problems may be reduced. Therefore, it is possible that classroom climate can have a mediating role in the relationship between self-esteem and internalizing and externalizing problems in adolescents' behaviour. The importance of researching the effects of classroom climate perceptions (and self-esteem as well) on psychological well-being of pupils, is reflected in its practical application when creating programs for school and classroom environment advancement that could contribute to the academic development as well as socioemotional development of children and adolescents.
The aim of this study was to examine the role of self-esteem and classroom climate in explaining internalizing and externalizing problems in high school students. The study was conducted on a sample of 109 subjects (86 girls and 23 boys) in one high school in Zadar. The questionnaire used in this study included Rosenberg self-esteem scale (Rosenberg, 1965), Classroom learning environment scale (Grgin and Cvek Sorić, 1990) and The strenghts and difficulties questionnaire (Goodman, 1997).
The obtained results did not confirm the expected significant gender differences in self-esteem, classroom climate perception and internalizing and externalizing problems. Self-esteem was a negative predictor of internalizing and externalizing problems, while classroom climate perception was not a significant predictor of internalizing and externalizing problems. Classroom climate perception partially mediated the relationship between self-esteem and internalizing and externalizing problems.
Keywords
samopoštovanje
razredna klima
internalizirani problemi
eksternalizirani problemi
Keywords (english)
self-esteem
classroom climate
internalizing problems
externalizing problems
Language croatian URN:NBN urn:nbn:hr:162:952442 Study programme Title: Psychology Type of resource Text File origin Born digital Access conditions Access restricted to students and staff of home institution Terms of use Created on 2019-07-25 12:18:46
