Title Evaluacija programa aktivnog suočavanja s ispitnim stresom studenata Title (english) Evaluation of the program for student's active coping with stress Author Franka-Angela Šimunković Mentor Damir Miholić (mentor)Committee member Damir Miholić (predsjednik povjerenstva)Committee member Renata Martinec (član povjerenstva)Committee member Renata Pinjatela (član povjerenstva)Granter University of Zagreb Defense date and country 2019-06-28, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Kod studentske populacije čest izvor psihosocijalnog stresa upravo su akademske aktivnosti i obaveze, a istraživanja potvrđuju da je jedan od značajnijih izvora upravo ispit, o kojemu se u literaturi često govori kao ispitnoj anksioznosti. Iako je, s ciljem smanjenja pojavnosti ispitne anksioznosti, potrebno utjecati na mnogobrojne faktore u životu osobe, gotovo je nemoguće u potpunosti spriječiti njezinu pojavnost. Upravo iz tog razloga, ovaj diplomski rad usmjeren je na ispitivanje učinkovitosti primjene tehnika opuštanja, kreativne vizualizacije i elementa Mindfulness metode na smanjenje stresa, odnosno ispitne anksioznosti kod studenata tijekom perioda polaganja ispita. U tom kontekstu postavljena je i polazna hipoteza istraživanja prema kojoj postoji povezanost primjene tehnika opuštanja, kreativne vizualizacije i elementa Mindfulness metode i razine ispitnog stresa (anksioznosti) kod studenata tijekom perioda polaganja ispita. U istraživanju je sudjelovalo 67 studenta 1. godine preddiplomskog studija na Edukacijsko-rehabilitacijskom fakultetu Sveučilišta u Zagrebu, koji su pohađali kolegij Kreativna terapija I tijekom drugog semestra, no u finalnom ispitivanju sudjelovalo je samo 8 studenata. Kao instrumenti procjene korišteni su: a) u inicijalnoj i finalnoj točki istraživanja - Upitnik ispitne anksioznosti (Test Anxiety Inventory, TAI, Spielberger i sur.) i Skala odnosa prema stresu (Distress Tolerance Scale, Simons i Gaher); b) u finalnoj točki istraživanja – Anketa – Evaluacija programa aktivnog suočavanja sa stresom kod studenata (oblikovana za potrebe ovog istraživanja). Za analizu podataka korištena je deskriptivna statistika te Wilcoxonov test sume rangova, a rezultati su prikazani tablično i grafički. U obradi podataka izračunat je ukupan intenzitet doživljavanja ispitne anksioznosti među studentima, kao i rezultat na subskalama emocionalnosti i zabrinutosti te u samoprocjeni odnosa prema stresu. Rezultati pokazuju da čak 23% ispitanika učestalo doživljava negativne osjećaje vezane uz ispitnu situaciju te da se isti u određenoj mjeri mijenjaju nakon uključivanja osobe u Program aktivnog suočavanja sa stresom. Usporedbom inicijalnih i finalnih rezultata dobivenih na Skali odnosa prema stresu, primijetile su se tek neznatne razlike, i to u vidu pozitivnih promjena na svim varijablama, a finalni rezultati su u korelaciji s rezultatima dobivenim na Upitniku ispitne anksioznosti. Statistički značajne promjene izračunate Wilcoxonovim testom sume rangova registrirane su samo na varijabli RAUZVIS.
Abstract (english) Nowadays, a common source of stress in student population are academic activities and responsibilities. Researches have shown that one of the most frequent source of stress is testing or assaying, often referred to as fear of test taking or test anxiety.
Even though, when we talk about stress management, we need to affect many different aspects of life, we can almost never prevent the occurrence of stress. Therefore, this article is focused on the assessment of efficiency of using relaxation techniques, creative visualization and elements of Mindfulness stress reduction method with students during the final exam period. There were 67 students of the first year of the Faculty of Education and Rehabilitation Sciences in Zagreb who participated in the research and all of them attended Creative Therapy I class in the second semester, but only 8 student participated in the final assessment. For the assessment it was used: a) in the initial and final assessment – Test Anxiety Inventory (TAI, Spielberger et al.) and Distress Tolerance Scale (Simons & Gaher); b) in the final assessment – Questionnaire about personal use and effectiveness evaluation (created for the need of the research). As an introduction to the research itself the students were presented theoretical information, but were also included in different practices of relaxation techniques, creative visualization and elements of Mindfulness stress reduction method. They were also instructed how to use these techniques in the future, especially during the period of final test taking.
Descriptive statistic was used for data analysis, same as the WIlcoxon signed-rank test for data gathered by the Distress Tolerance Scale and the results are presented with tables and graphs. Final results of the TAI and DTS assessment were computed and analyzed, only to reveal interesting facts. Expected percentage of students (23%) frequently experience negative feelings related to the situation of test taking, but after participating in this Program, many of them show significant positive changes. Comparing initial and final results on the DTS, only minor changes were noticed, in terms of positive shift on all variables. Moreover, final results correlate with the results gathered by the TAI. Statistical changes calculated with the WIlcoxon signed-rank test were noticed only on the variable RAUZVIS.
Keywords
stres
ispitna anksioznost
studenti
tehnike opuštanja
vizualizacija
Mindfulness
Keywords (english)
stress
test anxiety
students
relaxation techniques
visualization
Mindfulness
Language croatian URN:NBN urn:nbn:hr:158:373102 Study programme Title: Graduate study of Educational Rehabilitation Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2019-07-25 11:57:11
