Odrednice temeljnih samoevaluacija kod studenata

master's thesis

• Title (english): Predictors of core self-evaluations among college students
• Author: Severina Popov
• Mentor: Mirjana Tonković (mentor)
• Committee member: Željka Kamenov (predsjednik povjerenstva)
• Committee member: Inja Erceg (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Psychology); Zagreb
• Defense date and country: 2021-09-27, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; General Psychology

Abstract

Cilj ovog istraživanja bio je ispitati prediktore temeljnih samoevaluacija, odnosno fundamentalnih procjena sebe, vlastite vrijednosti, učinkovitosti i sposobnosti kod studenata i ispitati jednostavne medijacijske i moderacijske efekte prediktora. U online istraživanju sudjelovalo je 433 studenata treće i viših godina studija. Rezultati pokazuju da rod, akademska kompetencija, socijalne usporedbe i usamljenost značajno predviđaju temeljne samoevaluacije studenata. Studentice su imale niže... More temeljne samoevaluacije i procjenjivale nižom svoju akademsku kompetenciju, uz viši prosjek ocjena od studenata. Studenti/ce koji su se percipirali kompetentnijima u studiju su imali više temeljne samoevaluacije. Studenti/ce skloniji socijalnim usporedbama su imali niže temeljne samoevaluacije, kao i usamljeni studenti/ce. Regresijskim modelom objašnjeno je ukupno 40.8% varijance temeljnih samoevaluacija. Dobiven je i moderacijski efekt usamljenosti na odnos između akademske kompetencije i temeljnih samoevaluacija, pri čemu je za manje usamljene studente ova povezanost bila jača. Ovo istraživanje pokazuje da je studentima za pozitivno viđenje sebe važna socijalna podrška, osjećaj uspješnog svladavanja zahtjeva studija i manja tendencija uspoređivanju s drugima. Prema okviru prilaženja, odnosno izbjegavanja, studenti s višim temeljnim samoevaluacijama imaju veću tendenciju prilaženja izazovnim akademskim i socijalnim situacijama budući da ih doživljavaju u pozitivnijem svjetlu, što im omogućava doživljavanje iskustava uspjeha koje potencijalno djeluje kao potkrepljenje pozitivnog pojma o sebi i generira recipročne efekte. Less

Abstract (english)

The aim of this study was to examine the predictors of core self-evaluations, that is, fundamental assesments of self, self-worth, efficiency and ability among college students and to examine simple mediation and moderation effects of those predictors. 433 students of 3rd and higher years of study participated in an online survey. The results show that gender, scholastic competence, social comparisons and loneliness significantly predict core self-evaluations. Female students had lower... More core self-evaluations and lower scholastic competence, and a higher grade point average compared to male students. Students who perceived themselves as more competent in their studies had more positive self-evaluations. Lonelier students, as well as those more prone to social comparisons had lower core self-evaluations. The overall regression model explained 40.8% of the variance of core self-evaluations. A moderation effect of loneliness on the relationship between academic competence and core self-evaluations was also observed, with this relationship being more pronounced for less lonely students. This research shows that social support, a sense of successful mastery of study requirements, and a lower orientation towards social comparison are important for fostering a positive self-view for students. According to the approach/avoidance framework, students with higher core self-evaluations have a more positive view of challenging academic and social situations and have a higher tendency to approach those situations, which allows them to experience mastery and succes that could potentially act as a reinforcement of positive self-concept and generate reciprocal effects. Less

• Keywords: temeljne samoevaluacije; akademski uspjeh; temporalne i socijalne usporedbe; usamljenost; rodne razlike
• Keywords (english): core self-evaluations; academic success; temporal and social comparisons; loneliness; gender differences
• Language: croatian
• URN:NBN: urn:nbn:hr:131:217280
• Study programme: Title: Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-09-29 20:10:46