Zanesenost u učenju i dobrobit studenata

master's thesis

• Author: Petra Bunčić
• Mentor: Majda Rijavec (mentor)
• Committee member: Tea Pavin Ivanec (član povjerenstva)
• Committee member: Majda Rijavec (član povjerenstva)
• Committee member: Lana Jurčec (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2017-09-07, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Cilj istraživanja bio je ispitati u kojoj mjeri studenti Učiteljskog fakulteta doživljavaju zanesenost u studiranju, postoji li razlika između studenata treće i pete godine te u kojoj mjeri komponente zanesenosti objašnjavaju dobrobit studenata. U istraživanju je sudjelovalo 207 studenata od kojih je 127 s treće godine (120 studentica i 7 studenata) i 80 s pete godine studija (78 studentica i 2 studenta). Korištena je Skala psihološkog procvata (Flourishing Scale, Diener i sur., 2009) i Inventar zanesenosti u studiranju (WOLF-S, Bakker, Ljubin Golub i Rijavec, 2017). Rezultati su pokazali da je zanesenost kod studenata u području učenja na fakultetu nešto iznadprosječna, dok je razina dobrobiti iznadprosječna. Nije bilo razlike u zanesenosti i dobrobiti između studenata treće i pete godine. Jedini značajni pozitivni prediktor dobrobiti (psihološkog procvata) je uživanje u studiranju kao komponenta zanesenosti u studiranju. Ostale komponente nisu značajni prediktori. Zaključeno je da bi za dobrobit studenata bilo značajno da za vrijeme studiranja u akademskom radu češće imaju aktivnosti koje potiču uživanje i tako izazivaju zanesenost.

Abstract (english)

The aim of conducted study was to determine in which amount do students of the Faculty of Teachers Education experience flow in their studying, is there a difference between the third and fifth year of the study and in which amount do the components of the flow explain the well-being of the students. 207 students of the Faculty of Teachers Education participated in the study from which 127 was from third year (120 female students and 7 male students) and 80 from the fifth year of the study (78 female students and 2 male students). Flourishing Scale (Diener and co., 2009) and The Study-Related Flow Inventory (WOLF-S, Bakker, Ljubin Golub i Rijavec, 2017) were used. The results have shown that the flow among the students in the area of learing at faculty was little above average, while the level of the well-being was above average. There was no difference in the flow and well-being between the students of the third and fifth year. The only significant positive predictor of the well-being (psychological flourishing) is the enjoyment in studying as the component of the flow in studying. Other components are not significant predictors. It was concluded that for the well-being of the students it would be significant that during their time spent in studying in their academic work should be more often included activities which stimulate enjoyment and in that way cause the flow.

• Keywords: zanesenost u učenju; dobrobit; psihološki procvat; studenti
• Keywords (english): flow in studying; well-being; psychological flourishing; students
• Language: croatian
• URN:NBN: urn:nbn:hr:147:335017
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2019-05-06 14:48:36