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Psychosocial predictors of students’ academic, social and emotional adjustment at the beginning of secondary school


Hanzec, Ivana; Kovačević, Mirela; Brajša-Žganec, Andreja
Psychosocial predictors of students’ academic, social and emotional adjustment at the beginning of secondary school // Review of Psychology, 23(1-2) / Buško, Vesna (ur.).
Jastrebarsko: Naklada Slap, 2016. str. 84-85 (predavanje, međunarodna recenzija, sažetak, znanstveni)


Naslov
Psychosocial predictors of students’ academic, social and emotional adjustment at the beginning of secondary school

Autori
Hanzec, Ivana ; Kovačević, Mirela ; Brajša-Žganec, Andreja

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Review of Psychology, 23(1-2) / Buško, Vesna - Jastrebarsko : Naklada Slap, 2016, 84-85

Skup
12th Alps Adria Psychology Conference

Mjesto i datum
Rijeka, Hrvatska, 29.09.-01.10.2016

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Secondary school; school adjustment; self-esteem; emotional competence; social support; parental school involvement

Sažetak
Transition to secondary school represents a period of great changes and challenges for students facing new social and physical environment and growing academic demands. Successfully meeting these new demands is associated with students’ educational progress and future adjustment, so it is important to explore psychosocial factors at the beginning of secondary school that could hinder or facilitate students’ school adjustment. The aim of this study was to examine the predictive value of students’ self-esteem, emotional competence, different forms of perceived social support and parental school involvement for their academic, social and emotional adjustment at the beginning of secondary school, while controlling for student’s gender and type of secondary school (grammar or vocational). The participants were 410 first grade students (200 female and 210 male), who reported their grade point average and completed the Quality of School Life Questionnaire, the Rosenberg Self-Esteem Scale, the Emotional Skills and Competences Questionnaire, the Social Support Scale and a Short Parental School Involvement Questionnaire. Hierarchical regression analyses showed that 19.1 to 29.2% of the student’s academic adjustment can be predicted by the examined set of predictors, with sociodemographic factors being the best predictors of students’ grade point average, and emotional competence and self-esteem the best predictors of students’ self-perceived school achievement. The best predictor of social adjustment indicators (relationship with teachers and social integration in the classroom) and of general school satisfaction (an indicator of emotional adjustment) was emotional competence, while the student’s perceived social support and self-esteem contributed mainly to social integration and negative affect (emotional adjustment indicator). Parental involvement had a small but significant contribution predicting students’ grade point average and social adjustment. The examined set of predictors predicted in total 15.6 to 35.1% of the student’s social adjustment and 19.1 to 23% of emotional adjustment.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija



POVEZANOST RADA


Ustanove
Institut društvenih znanosti Ivo Pilar, Zagreb,
Hrvatski studiji, Zagreb