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master's thesis
Jedinstveni doprinos emocionalne inteligencije školskom uspjehu i devijantnom školskom ponašanju
2013. urn:nbn:hr:142:693409
Marković, Magdalena
Josip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
Depatrment of Psychology

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Marković, M. (2013). Jedinstveni doprinos emocionalne inteligencije školskom uspjehu i devijantnom školskom ponašanju (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:142:693409

Marković, Magdalena. "Jedinstveni doprinos emocionalne inteligencije školskom uspjehu i devijantnom školskom ponašanju." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2013. https://urn.nsk.hr/urn:nbn:hr:142:693409

Marković, Magdalena. "Jedinstveni doprinos emocionalne inteligencije školskom uspjehu i devijantnom školskom ponašanju." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2013. https://urn.nsk.hr/urn:nbn:hr:142:693409

Marković, M. (2013). 'Jedinstveni doprinos emocionalne inteligencije školskom uspjehu i devijantnom školskom ponašanju', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, accessed 12 November 2024, https://urn.nsk.hr/urn:nbn:hr:142:693409

Marković M. Jedinstveni doprinos emocionalne inteligencije školskom uspjehu i devijantnom školskom ponašanju [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences; 2013 [cited 2024 November 12] Available at: https://urn.nsk.hr/urn:nbn:hr:142:693409

M. Marković, "Jedinstveni doprinos emocionalne inteligencije školskom uspjehu i devijantnom školskom ponašanju", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, Osijek, 2013. Available at: https://urn.nsk.hr/urn:nbn:hr:142:693409

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Metadata
TitleJedinstveni doprinos emocionalne inteligencije školskom uspjehu i devijantnom školskom ponašanju
Title (english)Incremental validity of emotional intelligence in predicting scholastic success and deviant school behavior
AuthorMagdalena Marković
MentorSilvija Ručević (mentor)
Committee memberGorka Vuletić (predsjednik povjerenstva)
Committee memberSilvija Ručević (član povjerenstva)
Committee memberDaniela Šincek (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
(Depatrment of Psychology)
Osijek
Defense date and country2013-02-14, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
School Psychology and the Psychology of Education
Abstract
Cilj ovog rada bio je ispitati jedinstveni doprinos emocionalne inteligencije školskom uspjehu i devijantnom školskom ponašanju nakon kontrole efekata osobina ličnosti i strategija suočavanja sa stresom. Ispitivanje je provedeno na uzorku od 127 srednjoškolaca (62 muškog i 65 ženskog spola), učenika četvrtog razreda. Mjerni instrumenti korišteni u istraživanju su Upitnik emocionalne kompetentnosti (UEK-45; Takšić, 2002), Upitnik emocionalne regulacije i kontrole (ERIK; Takšić, 1998), Petofaktorski upitnik ličnosti (BFI; Benet-Martinez i John, 1998) te Upitnik suočavanja sa stresnim situacijama (CISS; Endler i Parker, 1990). Kao mjera školskog uspjeha uzet je opći prosjek, a kao mjera devijantnog školskog ponašanja broj neopravdanih izostanaka učenika na kraju prethodne školske godine. Rezultati hijerarhijskih regresijskih analiza pokazali su da je emocionalna inteligencija ostala značajan prediktor školskog uspjeha i devijantnog školskog ponašanja i nakon kontrole efekata osobina ličnosti i strategija suočavanja sa stresom. Sve prediktorske varijable zajedno su objasnile 62,9% varijance školskog uspjeha te 62,5% varijance devijantnog školskog ponašanja.
Abstract (english)
The aim of this study was to test incremental validity of emotional intelligence in predicting scholastic success and deviant school behavior over and above personality and coping strategies. The participants were 127 high school senior students (62 males and 65 females). The measures used were Emotional Competence Questionnaire (UEK-45; Takšić, 2002), Emotion Regulation and Control Questionnaire (ERIK; Takšić, 1998), Big Five Inventory (BFI; Benet-Martinez & John, 1998) and Coping Inventory for Stressful Situations (CISS; Endler & Parker, 1990). A criterion of scholastic success was GPA, and of deviant school behavior the number of unauthorized absences at the end of the previous school year. The results of hierarchal regression analyses show that emotional intelligence is a significant predictor of scholastic success and deviant school behavior after controlling for the effects of personality and coping strategies. All predictor variables together accounted for 62,9% variance of scholastic success and 62,5% variance of deviant school behavior.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:142:693409
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 on2017-03-30 16:14:03