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Autori: Hanzec, Ivana; Kovačević, Mirela; Brajša-Žganec, Andreja
Naslov: Psychosocial predictors of students’ academic, social and emotional adjustment at the beginning of secondary school
Izvornik: Review of Psychology, 23(1-2) / Buško, Vesna (ur.). - Jastrebarsko : Naklada Slap , 2016. 84-85.
ISSN: 1330-6812
Skup: 12th Alps Adria Psychology Conference
Mjesto i datum: Rijeka, Hrvatska, 29.09.-01.10.2016.
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.
Vrsta sudjelovanja: Predavanje
Vrsta prezentacije u zborniku: Sažetak
Vrsta recenzije: Međunarodna recenzija
Izvorni jezik: ENG
Kategorija: Znanstveni
Znanstvena područja:
Psihologija
Upisao u CROSBI: Ivana Hanzec (ihanzec@hrstud.hr), 7. Stu. 2016. u 17:54 sati



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