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master's thesis
Povezanost samopoštovanja, samoučinkovitosti i akademskog uspjeha s pristupima učenju
2015. urn:nbn:hr:142:596006
Reibli, Kristina
Josip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
Depatrment of Psychology

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Reibli, K. (2015). Povezanost samopoštovanja, samoučinkovitosti i akademskog uspjeha s pristupima učenju (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:142:596006

Reibli, Kristina. "Povezanost samopoštovanja, samoučinkovitosti i akademskog uspjeha s pristupima učenju." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2015. https://urn.nsk.hr/urn:nbn:hr:142:596006

Reibli, Kristina. "Povezanost samopoštovanja, samoučinkovitosti i akademskog uspjeha s pristupima učenju." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2015. https://urn.nsk.hr/urn:nbn:hr:142:596006

Reibli, K. (2015). 'Povezanost samopoštovanja, samoučinkovitosti i akademskog uspjeha s pristupima učenju', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, accessed 22 November 2024, https://urn.nsk.hr/urn:nbn:hr:142:596006

Reibli K. Povezanost samopoštovanja, samoučinkovitosti i akademskog uspjeha s pristupima učenju [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences; 2015 [cited 2024 November 22] Available at: https://urn.nsk.hr/urn:nbn:hr:142:596006

K. Reibli, "Povezanost samopoštovanja, samoučinkovitosti i akademskog uspjeha s pristupima učenju", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, Osijek, 2015. Available at: https://urn.nsk.hr/urn:nbn:hr:142:596006

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Metadata
TitlePovezanost samopoštovanja, samoučinkovitosti i akademskog uspjeha s pristupima učenju
Title (english)Self-esteem, self-efficacy and academic success in correlation with learning approaches
AuthorKristina Reibli
MentorGorka Vuletić (mentor)
MentorGabrijela Vrdoljak (mentor)
Committee memberDaniela Šincek (predsjednik povjerenstva)
Committee memberGorka Vuletić (član povjerenstva)
Committee memberSilvija Ručević (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
(Depatrment of Psychology)
Osijek
Defense date and country2015-09-16, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
School Psychology and the Psychology of Education
Abstract
Cilj ovog rada bio je ispitati povezanost samopoštovanja, samoučinkovitosti i akademskog uspjeha s pristupima učenju te provjeriti mogućnost predviđanja akademskog uspjeha na temelju samopoštovanja, samoučinkovitosti i pristupa učenju. U istraživanju je sudjelovalo N = 355 studenata i studentica drugih i trećih godina preddiplomskih te prvih godina diplomskih studija različitih fakulteta osječkog sveučilišta. Kao instrumenti u istraživanju korišteni su: Mjera pristupa i vještina učenja studenata, Rosenbergova skala samopoštovanja i Skala opće samoučinkovitosti te je korišten također i prosjek ocjena sudionika koji su oni sami upisivali. Rezultati pokazuju da postoji značajna pozitivna povezanost samopoštovanja, samoučinkovitosti i akademskog uspjeha s pristupima učenju pri čemu su dubinski i strateški pristup pozitivno povezani sa samopoštovanjem, samoučinkovitosti i akademskim uspjehom dok je površinski pristup učenju negativno povezan s tim varijablama, tako da su hipoteza 1a, 1b i 1c u potpunosti potvrđene. Nadalje, pozitivnim prediktorima akademskog uspjeha pokazali su dubinski i strateški pristup učenju dok se površinski pristup učenju pokazao negativnim prediktorom akademskog uspjeha. Samopoštovanje i samoučinkovitost nisu se pokazali značajnim prediktorima kada se uzmu u obzir pristupi učenju te je hipoteza 2 djelomično potvrđena.
Abstract (english)
The aim of this study was to examine the relationship between self-esteem, self-efficacy, academic achievement and learning approaches and to examine the possibility of predicting the academic achievement through self-esteem, self-efficacy and learning approaches. A sample of N = 355 male and female second and third year undergraduated and first year graduated students of different colleges in Osijek participated in this study. The following instruments were used: Approaches and Study Skills Inventory for Students, Rosenberg Self-Esteem Scale, General Self-Efficacy Scale and students’ grade point average was also used in this study. The results of this study indicate that there is significant positive correlation between self-esteem, self-efficacy, academic achievement and learning approaches. Deep and strategic learning approaches were positively related to self-esteem, self-efficacy and academic achievement while surface learning approach was negatively related to same variables therefore confirming 1a, 1b and 1c hypothesis. Furthermore, deep and strategic learning approaches were positive predictors of academic achievement and surface learning approach was negative predictor of academic achievement. Self-esteem and self-efficacy were not significant predictors of academic achievement when learning approaches are taken into account so hypothesis 2 was partly confirmed.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:142:596006
Study programmeTitle: Psychology (single major); specializations in: Teacher Training
Course: Teacher Training
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2017-03-31 15:24:49