The aim of this study was to examine the relations of academic achievement, self-efficacy, and perfectionism with procrastination in University students, and to examine whether procrastination can be ...predicted by academic achievement, self-efficacy, and perfectionism dimensions. 227 University students from different faculties completed Tuckmans' procrastination scale, Almost Perfect Scale – Revised (APS-R; Slaney Rice, Mobley, Trippi, & Ashby, 2001) and General self-Efficacy Scale (GSE; Schwarzer & Jerusalem, 1995), as well as data about academic achievement at the end of last academic year. Results have shown negative correlations of academic achievement, self-efficacy and adaptive perfectionism with procrastination, and a positive correlation between maladaptive perfectionism and procrastination. Results have also shown that self-efficacy is positively correlated with adaptive perfectionism and negatively with maladaptive perfectionism. Maladaptive perfectionism was a positive predictor of procrastination, while academic achievement, self-efficacy and adaptive perfectionism were all negative predictors. Finally, we used Hayes bootstrapping method to examine possible mediations. The results have shown that self-efficacy, by its self, is not a significant mediator, while paths containing self-efficacy and adaptive or maladaptive perfectionism mediate the relation between academic achievement and procrastination. Furthermore, both adaptive and maladaptive perfectionism mediated the relation between self-efficacy and procrastination.
The tendency to get involved in helping one's family, friends, school, and community has many potential benefits such as greater compassion, concern for others, and social responsibility. Research ...interest in the benefits of contribution in adolescents has increased recently, but there are not many studies examining the effect of contribution on adolescents' mental health. The present study focused on whether the contribution is associated with fewer self-rated depression symptoms in adolescents. We further tested whether self-regulation and academic performance can have a mediating role in this association. A total of 423 secondary school students (233 female) from eastern Croatia participated in the study. Mean age was 16.78 (
= 1.21). Students completed measures of self-regulation, depression symptoms, and contribution (helping one's family, friends, or neighbors, mentoring peers, volunteering in one's community, and participating in school organizations or boards), and gave information about age, gender, and academic performance. A hierarchical regression analysis revealed that contribution, self-regulation, and academic performance were related with lower levels of self-rated depression symptoms. Furthermore, mediation analysis indicated a significant indirect effect through two mediators, self-regulation and academic performance, which was stronger than a path containing only self-regulation. Academic performance alone was not a significant mediator. Our findings suggest that contribution could protect against depression by promoting self-regulation, leading to higher academic performance, and consequently fewer depression symptoms.
Depression is a major public health issue and the literature has consistently showed that the rates of depression increase dramatically during youth transition to adulthood, and gender differences ...merge in this period. Positive youth development (PYD) framework is focused on strengths that make young people more resistant to negative outcomes, like depression, and more capable to choose a positive life direction. The aim of the study was to examine the relationship between the 5Cs of PYD and depression in Croatia and Spain, as well as to analyze gender differences. This research was conducted within the PYD Cross-National Project. High school and university students from Eastern Croatia and Southern Spain participated in the study (
= 19.37,
= 2.11; 62.3% female). There were 584 students from Croatia and 768 students from Spain, who filled in self-reports of PYD and depression (i.e., PYD-SF and PHQ-9, respectively). Results showed that male participants presented more Competence and Confidence, while female participants reported more Connection, Caring, Character, overall PYD, but also more depressive symptoms. Furthermore, Confidence and Connection were negative correlates of depressive symptoms, with neither Spain nor Croatia showing remarkable gender differences. These results may have some implications concerning the promotion of the 5Cs of PYD as a recommendable approach to promote youth mental health in Croatia and Spain from a gender perspective. Youth mental health services and initiatives that engage the partnership of youth contexts, such as the family, schools and neighborhoods, should not only address risk factors for mental health problems, but also protecting factors as the 5Cs, thus providing a more inclusive and sustainable support for youth well-being.
Developmental assets describe sources of individuals' experiences and supports that impact their developmental outcomes. Internal assets comprise youth skills, competencies, and self-perception, ...while external assets include support in youth contexts, empowerment, expectations and boundaries, as well as use of free time. The aim of this study was to investigate the relationships between developmental assets and risk behaviours, and if gender and educational stage have moderating roles in these relationships. The types of risk behaviours ranged from expressions of aggression to consumption of addictive substances. Upper secondary school and university students from Croatia (N = 728) reported internal and external developmental assets, and risk behaviours. Our results suggest that developmental assets have similar roles in protecting all students from risk behaviours, apart from expectations and boundaries, which seem to be more protective for boys. Furthermore, the results suggest that developmental assets have a stronger effect on upper secondary school students' risk behaviours.
Cilj istraživanja bio je provjeriti odnos ciljeva postignuća, strategija učenja i ocjena u srednjoškolskoj nastavi fizike. Ciljevi postignuća predstavljaju važan motivacijski konstrukt koji je ...razvijen u
okviru teorija samoreguliranog učenja te se dovode u vezu s različitim obrazovnim ishodima kao što su strategije učenja i ocjene. Istraživanje je provedeno na 208 učenika drugog i trećeg razreda općega gimnazijskog usmjerenja. U svrhu ispitivanja ciljeva postignuća i strategija učenja korišteni su Upitnik ciljeva postignuća (Elliot i McGregor, 2001), koji se sastoji od 12 čestica i mjeri četiri cilja postignuća: ovladavanje uključivanjem, ovladavanje izbjegavanjem, izvedbu uključivanjem i izvedbu izbjegavanjem, te Skala strategija učenja (Lončarić, 2014), koja
se sastoji od 39 čestica i mjeri tri supskale strategija učenja: ciklus
(meta)kognitivne kontrole, dubinsko kognitivno procesiranje i površinsko kognitivno procesiranje. Mjera uspjeha u fizici bila je ocjena na kraju prethodnog razreda. Pretpostavljeni su odnosi među varijablama testirani metodom analize traga unutar strukturalnog modeliranja. Istraživanje je pokazalo da ciljevi postignuća značajno predviđaju obrazovne ishode u nastavi fizike (strategije učenja i ocjene) te da su se pretpostavljeni odnosi, koji se temelje na ranije provedenim istraživanjima, u velikoj mjeri potvrdili. Ciljevi postignuća
s tendencijom uključivanja imaju značajan pozitivan efekt na poželjne obrazovne ishode. Ciljevi postignuća s tendencijom izbjegavanja pozitivno su povezane s površinskim procesiranjem. Rezultati su potvrdili i posredujući učinak strategija učenja u odnosu ciljeva postignuća na ovladavanje uključivanjem i ocjena iz fizike. Ovo istraživanje naglašava potrebu za usmjeravanjem učenika na učenje radi stjecanja znanja i kompetencija te potrebu za poticanjem korištenja metakognitivnih strategija. Istraživanje, također, upućuje na moguće nedostatke obrazovnog sustava, kao što je nepostojanje značajnog efekta dubinskoga kognitivnog procesiranja na ocjene iz fizike, što pretpostavlja potrebu i važnost daljnjeg istraživanja u ovom području.
El objetivo de este trabajo fue verificar la relación entre las metas de
logro, las estrategias del aprendizaje y las notas en la enseñanza de física en la escuela media. Las metas de logro representan un constructo
de motivación importante que se desarrolló en el marco de teorías del aprendizaje autorregulado y se asocian con diferentes resultados educativos como por ejemplo estrategias del aprendizaje y notas. La investigación se llevó a cabo con 208 participantes, alumnos de la segunda y la tercera clase del instituto general de educación secundaria. Con el fin de verificar las metas de logro y estrategias del
aprendizaje se utilizó el Cuestionario de Metas de Logro (Elliot y McGregor, 2001) que consta de 12 partículas y mide cuatro metas de logro: dominación por inclusión, dominación por evitación, realización por inclusión y realización por evitación. También fue utilizada la Escala de Estrategias del Aprendizaje (Loncaric, 2014) que consta de 39 partículas y mide tres subescalas de estrategias del aprendizaje: ciclo del control metacognitivo, procesamiento cognitivo profundo y procesamiento cognitivo superficial. Como medida de éxito en física se tomó la nota al final de la clase anterior. Las supuestas relaciones entre variables se verificaron a través del método de análisis del camino dentro del modelado estructural. La investigación demostró que las metas de logro predicen significativamente los resultados educativos
en la enseñanza de física: estrategias del aprendizaje y notas. También
demostró que las supuestas relaciones (basadas en las investigaciones previas) se confirmaron en gran medida. Las metas de logro con tendencia
a inclusión tienen un efecto positivo significativo sobre resultados educativos deseables. Las metas de logro con tendencia a evitación tienen una relación positiva con el procesamiento superficial. Los resultados confirmaron también el efecto mediador que tienen las estrategias del aprendizaje en relación entre las metas de logro para la
dominación por inclusión y notas de física. Esta investigación acentúa la necesidad de guiar a los alumnos para que estudien con el fin de adquirir conocimiento y competencias. También acentúa la necesidad de estimular para usar las estrategias metacognitivas. Además, esta investigación indica posibles defectos del sistema educativo (como, por ejemplo, la falta de efecto significativo del procesamiento cognitivo profundo sobre las notas de física), lo que indica la necesidad de futuras investigaciones en este campo.
The aim of this paper was to examine relations between achievement goals, learning strategies and grades in high school physics class. Achievement goals represent an important motivational construct that has
been developed within the theories of the self-regulatory learning and are connected to various educational outcomes, for instance, learning strategies and grades. The study was conducted on 208 second- and third-grade grammar school students. In order to examine the above-mentioned variables, the study used: Achievement Goal Questionnaire (Elliot & McGregor, 2001) which contains 12 items and measures four achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance; Learning Strategies Scale (Lončarić, 2014) which contains 39 items and measures three learning strategy subscales: cycles of metacognitive control, deep cognitive processing, and surface cognitive processing. Class success criterion was previous year's physics grade. The relations between variables were verified by path analysis method. The study greatly confirmed anticipated relations (based on previous research). The achievement goals with approach tendencies have significantly positive effect on preferable educational outcomes. Achievement goals with avoidance tendencies are positively connected to surface processing. The
results also confirmed the mediating effect of learning strategies in relation to mastery-approach goals and physics grades. This study emphasizes the necessity to direct students to learn in order to acquire
the knowledge and competencies, and encourage the use of metacognitive strategies. This study, also, indicates some potential problems within the educational system (for instance, the absence of significant effect of the deep cognitive processing on the physics grades) which suggest the need for further research in this area.
Perspektiva pozitivnog razvoja mladih usmjerena je na snage i potencijale mladih te na važnost pravovremene podrške u školi, obitelji i zajednici. Jedan je od aktualnih modela 5C model pozitivnog ...razvoja koji uključuje pet čimbenika: kompetenciju, povezanost s drugima, karakter, samosvijest i brižnost. Razvijenost tih čimbenika trebala bi rezultirati pozitivnim ishodima kao što su: bolje mentalno zdravlje, manje rizičnog ponašanja i veći doprinos zajednici. Cilj provedenog istraživanja bio je provjeriti odnos između pozitivnog razvoja mladih (PYD) s depresivnošću, anksioznošću i stresom. U istraživanju je sudjelovalo 322 učenika prvih razreda srednjih škola na području Osijeka i Vinkovaca. U svrhu prikupljanja podataka korištena je skraćena inačica Upitnika pozitivnih karakteristika mladih (PYD-SF) i Skala depresivnosti, anksioznosti i stresa (DASS-21). Rezultati istraživanja pokazali su da postoji značajna negativna korelacija između kompetencije, povezanosti s drugima i samosvijesti s depresivnošću, anksioznošću i stresom. Također, povezanost s drugima i samosvijest pokazali su se kao značajni negativni prediktori depresivnosti, anksioznosti i stresa. Unatoč određenim ograničenjima istraživanje doprinosi teorijskom razvoju pozitivnog razvoja mladih, ali i praktičnim područjima ukazujući na važnost osnaživanja čimbenika PYD-a kod mladih u svrhu prevencije mentalnih poteškoća i poticanja pozitivnog razvoja.
The perspective of positive youth development is focused on the strengths and potentials of youth, and on the importance of support in family, school, and community. One of the current models is the 5C model of positive development, which includes five factors: competence, connection character, confidence and caring. The development of these factors should result in positive outcomes such as better mental health, less risky behavior and greater contribution to the community. The aim of this study was to examine the relationship between positive youth development (PYD) and depression, anxiety, and stress. The study involved 322 first-grade students from high schools from Osijek and Vinkovci. A shortened version of the Positive Youth Development Scale (PYD-SF) and the Depression, Anxiety, and Stress Scale (DASS-21) were used to collect data. The research results showed a significant negative correlation between competence, connection and confidence and depression, anxiety and stress. Additionally, connection and confidence were identified as statistically significant negative predictors of depression, anxiety and stress. Despite certain limitations, this research contributes to the theoretical development of positive youth development and has practical implications, highlighting the importance of empowering PYD factors in youth for the prevention of mental difficulties and promotion of positive development.
Gender (in)equality between mothers and fathers is observed in their involvement in child-rearing and housework. Despite both international and Croatian national documents promoting gender equality ...in various segments of society, there is still research showing that mothers are disadvantaged in comparison to fathers. The aim of the research is to establish the pupils' assessment of the involvement of mothers and fathers in child-rearing and housework. The research was conducted by surveying 290 primary school pupils in Osijek-Baranja County in the Republic of Croatia. Research findings have shown that mothers are more involved in child-rearing and housework than fathers. Fathers are more involved in child-rearing and housework in urban areas, whereas mothers are equally involved in child-rearing and housework regardless of whether they live in urban or rural areas. There is also a difference in the involvement of fathers depending on whether they have a daughter or a son; fathers are more involved in problem-solving and the extracurricular activities of sons than daughters.Key words: housework; children; child-rearing; parents; involvement; urban-rural --- Rodna (ne)ravnopravnost majki i očeva uočava se u uključenosti istih u odgoj djece i brigu o kućanskim poslovima. Unatoč međunarodnim i hrvatskim nacionalnim dokumentima koji promiču ravnopravnost spolova u različitim segmentima društva, još uvijek postoje istraživanja koja pokazuju da su majke u neravnopravnom položaju u odnosu na očeve. Cilj je istraživanja utvrditi procjenu učenika o uključenosti majki i očeva u odgoj djeteta i brigu o kućanskim poslovima. Istraživanje je provedeno anketiranjem 290 učenika osnovnih škola Osječko-baranjske županije u Republici Hrvatskoj. Rezultati su istraživanja pokazali da su majke uključenije u odgoj i brigu o kućanskim poslovima u odnosu na očeve. Očevi su više uključeni u odgoj djece i kućanske poslove u urbanim područjima, dok su majke podjednako uključene u odgoj djece i kućanske poslove neovisno žive li u urbanom ili ruralnom području. Pokazala se i razlika u uključenosti očeva ovisno o tome imaju li kćer ili sina, očevi su više uključeni u rješavanje problema i slobodne aktivnosti sinova, nego kćeri.Ključne riječi: briga o kućanstvu; djeca; odgoj; roditelji; uključenost; urbano-ruralno
Cilj je ovog rada bio ispitati odnos ciljnih orijentacija u učenju, pristupa učenju i akademskog uspjeha kod studenata te provjeriti mogućnost predviđanja akademskog uspjeha na temelju ciljnih ...orijentacija u učenju i pristupa učenju. U istraživanju je sudjelovalo N=346 studenata i studentica drugih i trećih godina preddiplomskih i prvih godina diplomskih studija različitih fakulteta i odsjeka osječkog sveučilišta. Rezultati pokazuju da postoji pozitivna povezanost akademskog uspjeha s ciljnom orijentacijom na znanje i izvedbu te s dubinskim i strateškim pristupima učenju, a negativna povezanost akademskog uspjeha s ciljnom orijentacijom na izbjegavanje truda i površinskim pristupom učenju. Osim toga, rezultati pokazuju da postoji pozitivna povezanost ciljne orijentacije na znanje s dubinskim i strateškim pristupima učenju kao i pozitivna povezanost ciljne orijentacije na izbjegavanje truda s površinskim i negativna s dubinskim pristupima učenju. Nadalje, kao pozitivni prediktori akademskog uspjeha pokazale su se ciljne orijentacije na znanje i izvedbu te dubinski pristup učenju. Vrsta studija pokazala se značajnim moderatorom veze između dubinskog procesiranja i akademskog uspjeha. Dubinsko procesiranje značajan je prediktor uspjeha kod studenata prirodoslovnih i tehničkih studija, a nije značajan prediktor kod studenata društveno-humanističkih studija.
AbstractThe aim of this study was to examine the relationship between goal orientations, learning approaches and academic achievement, and to examine the possibility of predicting academic ...achievement through goal orientations and learning approaches. A sample of N = 346 male and female second and third year undergraduate and first year graduate students of different colleges and sections of the University of J.J.Strossmayer in Osijek participated in this study. The results indicate that academic achievement is in a positive correlation with the mastery and performance goal orientations and deep and strategic learning approaches, and in a negative correlation with the work-avoidance goal orientation and surface learning approach. Furthermore, the results indicate a positive relationship between the mastery goal orientation and deep and strategic learning approaches and positive relationship between the work-avoidance goal orientation and surface learning approach, and negative between the work-avoidance goal orientation and deep learning approach. Also, mastery, performance goal orientations and deep learning approach were positive predictors of academic achievement. College was significant moderator of relationship between deep learning approach and academic achievement. Deep learning approach was a positive predictor of achievement in "hard" study disciplines and was not a significant predictor of academic achievement in "soft" study disciplines.Key words: learning; motivation; performance. ---Sažetak Cilj je ovog rada bio ispitati odnos ciljnih orijentacija u učenju, pristupa učenju i akademskog uspjeha kod studenata te provjeriti mogućnost predviđanja akademskog uspjeha na temelju ciljnih orijentacija u učenju i pristupa učenju. U istraživanju je sudjelovalo N=346 studenata i studentica drugih i trećih godina preddiplomskih i prvih godina diplomskih studija različitih fakulteta i odsjeka osječkog sveučilišta. Rezultati pokazuju da postoji pozitivna povezanost akademskog uspjeha s ciljnom orijentacijom na znanje i izvedbu te s dubinskim i strateškim pristupima učenju, a negativna povezanost akademskog uspjeha s ciljnom orijentacijom na izbjegavanje truda i površinskim pristupom učenju. Osim toga, rezultati pokazuju da postoji pozitivna povezanost ciljne orijentacije na znanje s dubinskim i strateškim pristupima učenju kao i pozitivna povezanost ciljne orijentacije na izbjegavanje truda s površinskim i negativna s dubinskim pristupima učenju. Nadalje, kao pozitivni prediktori akademskog uspjeha pokazale su se ciljne orijentacije na znanje i izvedbu te dubinski pristup učenju. Vrsta studija pokazala se značajnim moderatorom veze između dubinskog procesiranja i akademskog uspjeha. Dubinsko procesiranje značajan je prediktor uspjeha kod studenata prirodoslovnih i tehničkih studija, a nije značajan prediktor kod studenata društveno-humanističkih studija.Ključne riječi: izvedba; motivacija; učenje.
The aim of this paper was to examine relations between achievement goals, learning strategies and grades in high school physics class. Achievement goals represent an important motivational construct ...that has been developed within the theories of the self-regulatory learning and are connected to various educational outcomes, for instance, learning strategies and grades. The study was conducted on 208 second- and third-grade grammar school students. In order to examine the above-mentioned variables, the study used: Achievement Goal Questionnaire (Elliot & McGregor, 2001) which contains 12 items and measures four achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance; Learning Strategies Scale (Lončarić, 2014) which contains 39 items and measures three learning strategy subscales: cycles of metacognitive control, deep cognitive processing, and surface cognitive processing. Class success criterion was previous year's physics grade. The relations between variables were verified by path analysis method. The study greatly confirmed anticipated relations (based on previous research). The achievement goals with approach tendencies have significantly positive effect on preferable educational outcomes. Achievement goals with avoidance tendencies are positively connected to surface processing. The results also confirmed the mediating effect of learning strategies in relation to mastery-approach goals and physics grades. This study emphasizes the necessity to direct students to learn in order to acquire the knowledge and competencies, and encourage the use of metacognitive strategies. This study, also, indicates some potential problems within the educational system (for instance, the absence of significant effect of the deep cognitive processing on the physics grades) which suggest the need for further research in this area.
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