Pregled bibliografske jedinice broj: 207705
Perfectionism, Coping with School Failure and Learning Strategies in High-School Students
Perfectionism, Coping with School Failure and Learning Strategies in High-School Students // Integrating Multiple Perspectives on Effective Learning Environments
Nikozija: School of Social and Educational Sciences, University of Cyprus, 2005. str. 1191-1192 (predavanje, međunarodna recenzija, sažetak, znanstveni)
CROSBI ID: 207705 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Perfectionism, Coping with School Failure and Learning Strategies in High-School Students
Autori
Rijavec, Majda ; Brdar, Ingrid ; Kolić Vehovec, Svjetlana
Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni
Izvornik
Integrating Multiple Perspectives on Effective Learning Environments
/ - Nikozija : School of Social and Educational Sciences, University of Cyprus, 2005, 1191-1192
Skup
11th Biennial Conference of the European Association for Research on Learning and Instruction
Mjesto i datum
Nikozija, Cipar, 23.08.2005. - 28.08.2005
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
perfectionism; coping strategies; school failure; learning strategies
Sažetak
The aim of this study was to explore the relations between dimensions of perfectionism, coping with school failure, the use of learning strategies and school achievement in high-school students. The sample consisted of 227 high school students (15 to 16 years, 60 male and 167 female). The students responded to three self-report questionnaires: Multidimensional Perfectionism Scale (Frost et al., 1990), School Failure Coping Scale (Brdar & Rijavec, 1997, Rijavec & Brdar, 1997, 2002), and Learning Strategy Scale (Niemivirta, 1998). Path analysis indicated that the adaptive perfectionism dimensions predict academic achievement (GPA) indirectly, through problem-focused coping and use of deep processing learning strategies. The maladaptive perfectionism dimensions also predict school achievement indirectly, but this relation is mediated by emotion-focused coping and by self-handicapping behavior. The neurotic perfectionism has strong direct effect (0.50) on emotion-focused coping, and both direct and indirect effects on self-handicapping. Generally, adaptive perfectionism, problem-oriented coping with school failure and deep processing as learning strategy were linked to better school achievement. On the other hand, maladaptive perfectionism, emotion-oriented coping with school failure and self-handicapping were related to lower school achievement.
Izvorni jezik
Engleski
Znanstvena područja
Psihologija
POVEZANOST RADA
Ustanove:
Filozofski fakultet, Rijeka
