Uloga samoregulacije u predškolskoj dobi u dobrobiti, stresu i školskom uspjehu srednjoškolaca

doctoral thesis

• Title (english): The role of preschoolers' self-regulation on subsequent well-being, stress and academic achievement of high school students
• Author: Zdenka Brebrić
• Mentor: Majda Rijavec (mentor)
• Committee member: Tajana Ljubin Golub (predsjednik povjerenstva)
• Committee member: Višnja Rajić (član povjerenstva)
• Committee member: Ljiljana Kaliterna-Lipovčan (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-05-25, Croatia
• Scientific / art field, discipline and subdiscipline: INTERDISCIPLINARY AREAS OF KNOWLEDGE; Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
• Universal decimal classification (UDC): 37 - Education

Abstract

Cilj istraživanja bio je ispitati predviđa li odgađanje zadovoljstva mjereno u dobi od 6 godina kasniji školski uspjeh, stres i dobrobit na kraju srednje škole povrh spola i mentalnih sposobnosti. Također je ispitana uloga strategija suočavanja sa stresom u odnosu između odgode zadovoljstva i navedenih varijabli.
U istraživanju je sudjelovalo 170 sudionika, od toga 94 djevojke i 76 mladića, učenika 3. i 4. razreda srednje škole. Istraživanje je bilo longitudinalnog tipa i provedeno je u dvije faze, pri čemu su mentalne sposobnosti i odgoda zadovoljstva mjereni u dobi od 6 godina, dok su mjere školskog postignuća (opći uspjeh), stres, negativne emocije te dobrobit (zadovoljstvo životom, zadovoljstvo školom i pozitivne emocije) prikupljene u drugoj fazi, u dobi između 17 ili 18 godina, odnosno u 3. i 4. razredu srednje škole.
Potvrđeno je da odgoda zadovoljstva povrh mentalnih sposobnosti i spola predviđa kasniju razinu stresa te ukupnu psihološku dobrobit. Za školski uspjeh to predviđanje nije potvrđeno. Također, strategije suočavanja sa stresom posreduju između odgode zadovoljstva u predškolskoj dobi i kasnije dobrobiti te stresa i negativnih emocija. Pritom strategije rješavanja problema i traženja socijalne podrške posreduju kod razine dobrobiti, a agresija i ljutnja te traženje socijalne podrške kod razine stresa i negativnih emocija.
Teorijski je doprinos ovog rada potvrđena uloga strategija suočavanja sa stresom koje omogućuju bolje razumijevanje faktora koji se nalaze u osnovi povezanosti rane samoregulacije i kasnijih pozitivnih životnih ishoda. Praktični značaj istraživanja mogućnost je obogaćivanja odgojno-obrazovnih predškolskih i srednjoškolskih kurikula te programa prevencije za poboljšanje samoregulacije i tehnika suočavanja sa stresom te povećanja psihološke dobrobiti.

Abstract (english)

The aim of the research was to examine whether the delay of gratification measured in 6 year olds can predict later school accomplishments, stress and wellbeing at the end of the secondary education regardless of age and gender. In addition, the researcher examined the role of stress coping strategies in relation to delay of gratification and the aforementioned variables.
The research consisted of 170 participants, 94 girls and 76 boys, students of 3rd and 4th grades of secondary school. The research was longitudinal and conducted in 2 phases. The first phase measured mental abilities and the delay of gratification in 6 year olds while the second phase conducted the measurement of scholarly success, stress and wellbeing (satisfaction with life, school and positive emotions) in students of 3rd and 4th grade of secondary school between the ages of 17 and 18.
The research confirmed that the delay off gratification, regardless of gender and mental capabilities, can predict future levels of stress and the overall psychological wellbeing. However, the same was not confirmed in regards to predicting scholarly success. Furthermore, the stress coping strategies intercede between the delay of gratification in preschool age and later wellbeing and negative emotions, while problem solving social support seeking strategies intermediate with the level of wellbeing and aggression and anger intermediate with seeking social support in regards to stress levels and negative emotions.
The theoretical contribution of this thesis is the confirmation of the role of stress coping strategies that allow for better understanding the fundamental factors of correlation between early self regulation and later positive life outcomes. Practical significance lies in the ability of further enrichment of educational preschool and secondary school curricula as well as enriching the programs aimed at improving self regualtion and stress coping techniques with the increase of psychological wellbeing.

• Keywords: dobrobit; samoregulacija; stres; suočavanje sa stresom; školski uspjeh
• Keywords (english): well-being; self-regulation; stress; coping with stress; academic achievement
• Language: croatian
• URN:NBN: urn:nbn:hr:147:374186
• Study programme: Title: Life Long Learning and Educational Sciences; Study programme type: university; Study level: postgraduate; Academic / professional title: doktor/doktorica znanosti, interdisciplinarno područje znanosti, znanstveno polje obrazovnih znanosti (doktor/doktorica znanosti, interdisciplinarno područje znanosti, znanstveno polje obrazovnih znanosti)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2023-04-17 11:32:40