The central aim of the study was to examine the relationship between primary school teachers’ life goals and life satisfaction using the self-determination theory (Deci and Ryan
2000
) and the flow ...theory (Csikszentmihalyi
1975
) as a framework. A study was conducted to test whether the relationship between intrinsic life goals and teachers’ life satisfaction is mediated by two serially posited mediators, the satisfaction of each basic psychological need (competence, autonomy and relatedness) and the experience of flow at work. A total of 480 primary school teachers (17 years of work experience on average) from different regions of Croatia participated in the study. The results, obtained by structural equation modeling, showed that only the need for competence and flow at work significantly mediate between intrinsic life goals and life satisfaction (
β
= .04,
p
< .001). The needs for autonomy and relatedness were not significant mediators when used as serial mediators. Thus, the study provides evidence that the positive relationship between life goals and life satisfaction is partly due to the increased satisfaction of the need for competence and more frequent flow experience at work. Also, the indirect effect of extrinsic goals on life satisfaction (
β
= −.024,
p
< .01) through autonomy and flow work was tested and found to be significant.
Cilj ovog istraživanja bio je provjeriti postoji li razlika između učitelja glazbenih škola i učitelja predmetne nastave u radnim orijentacijama, učestalosti iskustva zanesenosti u poučavanju, ...zadovoljstvu poslom i dobrobiti. Uz to ispitana je medijacijska uloga zanesenosti u odnosu između radnih orijentacija i zadovoljstva poslom te dobrobiti općenito. U istraživanju je sudjelovalo 209 predmetnih učitelja iz 10 općeobrazovnih osnovnih škola (75,1 % ženskog roda) i 173 učitelja glazbe iz 10 osnovnih glazbenih škola (71,2 % ženskog roda). Primijenjeni su Upitnik radnih orijentacija, Upitnik zanesenosti u poučavanju, Skala zadovoljstva životom, Skala psihološkog procvata te Skala zadovoljstva poslom. Rezultati su pokazali da se dvije skupine učitelja statistički značajno ne razlikuju u ispitivanim varijablama, osim što učitelji predmetne nastave češće doživljavaju zanesenost u poučavanju. Zanesenost u poučavanju je bila posredujuća varijabla u odnosu između radnih orijentacija i dobrobiti te zadovoljstva poslom u oba uzorka.
The aim of this study was to test the difference between teachers in elementary music schools and subject teachers in general elementary schools in work orientations, the frequency of the experience of flow in teaching, job satisfaction and well-being. In addition, the mediating role of flow in the relationship between work orientations and job satisfaction and well-being was examined. The sample consisted of 209 subject teachers from 10 primary schools (75.1% female) and 173 music teachers from 10 primary music schools (71.2 % female). Modified University of Pennsylvania Work-Life Questionnaire, Work Related Flow Inventory WOLF, The Satisfaction with Life Scale, The Flourishing Scale and Job Satisfaction, JS – Single Item Scale were used. The results showed that there were no statistically significant differences between two groups of teachers in the examined variables, except that teachers of subject classes more often experienced flow in teaching. Flow in teaching was a mediating variable in the relationship between work orientations and well-being and job satisfaction in both samples.
The tendency to experience flow (flow proneness) is previously found to be associated with both some personality traits and engagement. In this study, we hypothesized a positive relationship between ...adaptive perfectionism and academic flow, a negative relationship between maladaptive perfectionism and flow, and also postulated the mediating role of academic engagement in the relationship between perfectionism and academic flow. The sample comprised 288 university students majoring in primary education. Several questionnaires were administered to assess flow in the academic domain, perfectionism, and engagement. As expected, adaptive perfectionism, namely high standards, was positively related to a higher level of academic flow, and the relationship was mediated by higher behavioral and cognitive engagement. Also as expected, maladaptive perfectionism, namely discrepancy, was negatively related to academic flow, and the relationship was mediated by negative emotional (anxious) engagement. The study provides empirical support for the relationship between academic flow and perfectionism, suggesting engagement as a possible mechanism for this relationship.
Zanesenost je izrazito ugodno psihološko stanje koje ljudi doživljavaju kada su u tolikoj mjeri usmjereni na aktivnost kojom se trenutno bave da
su potpuno njome zaokupljeni. Glavni je uvjet za ...pojavu stanja zanesenosti ravnoteža između izazova i vještina, pri čemu i izazovi i vještine moraju za pojedinca biti iznadprosječni. Zanesenost se najčešće
istraživala u slobodnim aktivnostima, ali je ljudi doživljavaju i u aktivnostima koje su nametnute ili u njima ima manje slobode izbora, kao
što su posao i obrazovanje. Zanesenost ima pozitivne posljedice ne samo
na učinkovitost u različitim područjima života nego i na dobrobit pojedinca. I u akademskom je kontekstu zanesenost povezana s različitim pozitivnim ishodima, uključujući bolje svladavanje nastavnog programa, veća akademska postignuća, ali i veću dobrobit studenata. Kada je u pitanju studentska populacija, iskustva zanesenosti u akademskim aktivnostima manje su učestala nego u ostalim područjima studentskog života (slobodno vrijeme, uobičajene svakodnevne aktivnosti, povremeni posao), ali je veza između zanesenosti i dobrobiti najizraženija upravo u
akademskom kontekstu. U ovom se radu daje pregled istraživanja akademske zanesenosti u studentskoj populaciji, posebno onih koja upućuju na moguće uzroke navedene povezanosti, kao što su važnost i korisnost akademskih aktivnosti za ostvarenje budućih životnih ciljeva, važnost akademskih aktivnosti za izgradnju socijalnog identiteta te smanjenje akademskog stresa i sagorijevanja.
Flow is a highly enjoyable state people feel when they are so focused on a task that it amounts to complete absorption in an activity. The essential condition for flow state to occur is the balance between challenges and skills, with both individual's challenges and skills being above the average. Flow had been studied mostly in leisure activities, but people can also experience flow in obligatory activities, as well as in the activities with less freedom of choice, such as work or education. The positive consequences of flow include not only better achievement, but also higher levels of well-being. In educational context, flow was found to be related to various positive outcomes, including progress through the school curriculum, better achievement and higher well-being. In a population of college students, flow state in academic activities is less frequent than flow in other areas of students' life (such as leisure, maintenance or part-time job), but the relationship between flow in academic domain and well-being is the strongest. This paper summaries studies of academic flow in college populations, especially those dealing with possible explanations of this relationship such as the importance and usefulness of academic activities for future life goals, the development of social identity and reducing academic stress and burnout.
El flujo es un estado psicológico muy agradable que las personas experimentan cuando están enfocadas en una actividad hasta tal punto que están completamente inmersas en ella. La condición principal para experimentar el estado de flujo es el balance entre los desafíos y las habilidades, donde tanto unos como otros tienen que estar por encima de la media para el individuo. Donde más se investigó el flujo fue en las actividades de ocio, pero la gente lo experimenta también en las actividades impuestas o las actividades en las que hay un menor grado de la libertad de elección, como trabajo o educación. El flujo tiene consecuencias positivas no sólo para la eficacia en diferentes campos de vida, sino también para el bienestar del individuo. El flujo se relaciona con diferentes resultados positivos también en el contexto académico, como p. ej. mejor dominación del currículo, mayores logros académicos, mejor bienestar de estudiantes. Cuando se trata de población estudiantil, el flujo se experimenta menos en actividades académicas que en otros campos de la vida estudiantil (tiempo libre, actividades cotidianas, trabajo casual), pero la relación entre el flujo y el bienestar está más destacada justo en el contexto académico. En este trabajo se ofrece la revisión de investigaciones del flujo académico en la población estudiantil, especialmente aquellas que indican posibles causas de dicha relación, como p. ej. la importancia y utilidad de actividades académicas para lograr futuros objetivos en la vida, la importancia de actividades académicas para construir la identidad social y la disminución del estrés y desgaste académico.
In a sample of 347 elementary school subject teachers from Slovenia (N = 176) and Croatia (N = 171), the authors investigated teachers’ orientations to work (as a job, a career, and a calling) and ...their well-being with respect to different stages of teachers’ professional development. Results have shown the presence of a calling orientation to work and its positive relationship to job satisfaction and life satisfaction. Although significant differences between Slovenian and Croatian teachers were not expected due to shared historical, cultural and political background, some interesting differences were observed. The results of MANOVA showed that teachers differed significantly in their work orientations regarding nationality and the length of their working experience. Results were discussed in the context of stages of professional development and the social status of teachers in both countries.
Na uzorku od 347 nastavnika predmetne nastave iz Slovenije (N = 176) i Hrvatske (N = 171) autori su ispitivali odnos orijentacije nastavnika prema radu (kao posao, karijera i poziv) i njihove dobrobiti u različitim fazama profesionalnog razvoja. Prema dobivenim rezultatima izdvaja se orijentacija prema radu kao pozivu, koja je u pozitivnoj vezi s većim zadovoljstvom poslom i zadovoljstvom životom. Iako se, zbog zajedničke povijesne, kulturne i političke pozadine, nisu očekivale značajne razlike između slovenskih i hrvatskih nastavnika, ipak su uočene neke zanimljive razlike. Rezultati MANOVE pokazali su da su se nastavnici značajno razlikovali u svojim orijentacijama prema radu, ovisno o državljanstvu i duljini radnog iskustva. O rezultatima se raspravlja u kontekstu razumijevanja faza profesionalnog razvoja i socijalnog statusa nastavnika u obje zemlje.
Past research has revealed that relative importance a person places on extrinsic life goals as oposed to intrinsic ones is related to lower well-being. But sometimes it is more important why a goal ...is being pursued than the content of the goal. Materialistic aspirations will not decrease people's well-being if they help them to achieve basic financial security or some intrinsic goals. On the other hand, if social comparison or seeking power drives extrinsic orientation, these aspirations may be detrimental for well-being, since they do not satisfy satisfy our basic psychological needs. Research from Croatia and other, less rich countries suggest that extrinsic aspirations are not necessarily deterimental but may even contribute to well-being. This finding suggests that various factors can moderate the relationship between aspirations and well-being. Intrinsic life goals may probably be affordable only for people who are well off enough. The meaning of financial success in transitional and poor countries may not necesseraly be associated with purchase and consumption. On the contrary, it may bring opportunities and possibilities of self-expression and self-growth. Individualistic societies allow individuals to pursue their intrinsic goals while collectivistic cultures stress extrinsic ones. Although this extrinsic orientation may detract their well-being, the sense of individual well-being may not be as important to them as the survival of the group they belong to or so called social well-being.
Cilj je ovog istraživanja bio istražiti doprinos samooblikovanja posla zadovoljstvu poslom i zanesenosti na poslu te zadovoljstvu životom i psihološkom procvatu. U istraživanju je sudjelovalo 275 ...zaposlenika (od kojih je 64,4 % žena) dobi od 20 do 53 godine (Mdob = 32,13 (7,21)). Rezultati su pokazali određenost apsorpcije, uživanja i intrinzične motivacije te zadovoljstva poslom pojedinim dimenzijama samooblikovanja posla, dok neke dimenzije samooblikovanja posla predviđaju i psihološki procvat te zadovoljstvo životom zaposlenika. Povećanje strukturnih resursa posla pokazalo se pozitivnom odrednicom svih promatranih pokazatelja poslovne i opće dobrobiti. Uz to, povećanje izazovnih zahtjeva posla pozitivno je predviđalo sve tri dimenzije zanesenosti na poslu. Smanjenje ometajućih zahtjeva posla negativno je predviđalo, dok je povećanje socijalnih resursa posla pozitivno predviđalo zadovoljstvo poslom te uživanje i intrinzičnu motivaciju.
Cilj istraživanja bio je ispitati postoje li razlike u zadovoljstvu poslom, smislenosti posla, psihološkom kapitalu i dobrobiti kod nastavnika u privatnim i državnim školama. Nadalje, cilj je bio ...ispitati
u kojoj mjeri zadovoljstvo poslom, smislenost posla i psihološki kapital doprinose dobrobiti zaposlenika u privatnim i državnim školama.Sudjelovalo je 152 nastavnika iz državnih te 100 nastavnika iz privatnih škola u Zagrebu. Kao mjerni instrumenti korišteni su skala smislenosti posla, upitnik psihološkog kapitala, skala zadovoljstva životom i skala psihološkog procvata. Globalno zadovoljstvo poslom mjereno je jednom česticom. Rezultati su pokazali da nema razlike između
nastavnika u državnim i privatnim škola ni u jednoj ispitivanoj varijabli. Zadovoljstvo poslom pokazalo se kao značajan prediktor životnog zadovoljstva, dok se smislenost posla pokazala kao značajan prediktor psihološkog procvata. Psihološki kapital pozitivno doprinosi i
zadovoljstvu životom i psihološkom procvatu. Rezultati istraživanja daju teorijski doprinos razumijevanju faktora dobrobiti nastavnika u državnim i privatnim školama, a mogu doprinijeti i osmišljavanju intervencija za stvaranje pozitivnog okruženja koje tu dobrobit poboljšava.
The aim of the study was to assess differences in job satisfaction, work
meaningfulness, psychological capital and well-being in private and public school's teachers. Furthermore, the aim was to asses the contribution of job satisfaction, work meaningfulness and psychological capital to teachers’ well-being in both types of schools. Participants were 152 teachers from public schools and 100 teachers from private schools in Zagreb. The measures included Work Meaningfulness Scale, PsyCap Questionnaire, Satisfaction with Life Scale and Flourishing Scale. For measuring global job satisfaction one-item scale was used. Results have shown that there was no statistically significant difference between public and private school's teachers in any of the measured variables. Job satisfaction was significant predictor of life satisfaction, while work meaningfulness was for flourishing. Psychological capital positively contributes to both life satisfaction and flourishing. The results theoretically contribute to understanding factors that contribute to teachers’ well-being in public and private schools and can help in designing interventions for creating a positive environment that will improve teachers’ well-being.
Das Ziel der Untersuchung war, die Unterschiede im Hinblick auf die Arbeitszufriedenheit, die Arbeitsbedeutsamkeit, das psychologische Kapital und das Wohlbefinden bei Lehrern an privaten und staatlichen Schulen festzustellen, sowie den Beitrag der Arbeitszufriedenheit, der Arbeitsbedeutsamkeit und dem psychologischen Kapital zum Wohlbefinden von Lehrern in beiden Schultypen zu untersuchen. 152 Lehrer an staatlichen Schulen und 100 Privatschullehrer beteiligten sich an der Untersuchung. Als Messinstrumente wurden der Fragebogen zum psychologischen Kapital, die Skala zum Sinn der Arbeit, die Skala zur Lebenszufriedenheit und die Skala zum psychologischen Wohlstand verwendet. Die globale Arbeitszufriedenheit wurde mit nur einem Item gemessen. Die Ergebnisse zeigten, dass es in den untersuchten Variablen keinen bedeutsamen Unterschied gibt zwischen Lehrern, die an staatlichen
Schulen arbeiten, und Lehrern, die an Privatschulen arbeiten. Die Arbeitszufriedenheit war ein signifikanter Prädiktor für die Lebenszufriedenheit, und die Arbeitsbedeutsamkeit war ein signifikanter Prädiktor für das Wachstum. Das psychologische Kapital trägt positiv der
Lebenszufriedenheit und dem Wachstum bei. Die Ergebnisse liefern einen theoretischen Beitrag zum Verständnis der Wohlfahrtsfaktoren für Lehrer in privaten und staatlichen Schulen und können zur Gestaltung von Interventionen beitragen, um ein positives Umfeld zu schaffen, welches das Wohlbefinden verbessert.
Treba li sreću poučavati u školi? Rijavec, Majda
Croatian Journal of Education,
02/2015, Letnik:
17, Številka:
Sp.Ed.1
Journal Article
Recenzirano
Odprti dostop
U okviru pozitivne psihologije pojam dobrobit predstavlja glavni kriterij pozitivnog funkcioniranja i općenito se smatra važnim životnim ciljem. Istraživanja u tom području daju vrlo jake dokaze da ...sreća dovodi do različitih životnih prednosti, kao što su bolje zdravlje i duži život, uspješni odnosi i bolji uspjeh na poslu. Najvažniji razlozi za poučavanje sreće u školi jesu raširenost depresije kod mladih ljudi diljem svijeta, mali porast životnog zadovoljstva u posljednjih pola stoljeća, učeničko nezadovoljstvo školom u mnogim zemljama i sinergija između učenja i pozitivnih emocija. Veći broj istraživanja ukazuje na to da su programi pozitivne psihologije u školi djelotvorni u razvijanju pozitivnih osobina i povećanju dobrobiti, ali pouzdanost je tih rezultata još uvijek upitna. U ovom radu prikazuje se model pozitivnog obrazovanja kao jedno od mogućih područja budućih istraživanja. To je okvir za primjenu pozitivnog obrazovanja na razini škole usmjeren na šest područja dobrobiti uključujući pozitivne emocije, pozitivnu uključenost, pozitivna postignuća, pozitivnu svrhu, pozitivne odnose i pozitivno zdravlje, s naglaskom na osobne snage.
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