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Scientific paper - Original scientific paper
Odrednice i ishodi angažiranosti u studiju
Društvena istraživanja : časopis za opća društvena pitanja, 28 (2019), 4; 607-625. https://doi.org/10.5559/di.28.4.03
Černja Rajter, Iva; Galić, Zvonimir; Kuzman, Ivana; Šverko, Iva

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Černja Rajter, I., Galić, Z., Kuzman, I. & Šverko, I. (2019). Odrednice i ishodi angažiranosti u studiju. Društvena istraživanja : časopis za opća društvena pitanja, 28. (4), 607-625. doi: 10.5559/di.28.4.03

Černja Rajter, Iva, et al. "Odrednice i ishodi angažiranosti u studiju." Društvena istraživanja : časopis za opća društvena pitanja, vol. 28, no. 4, 2019, pp. 607-625. https://doi.org/10.5559/di.28.4.03

Černja Rajter, Iva, Zvonimir Galić, Ivana Kuzman and Iva Šverko. "Odrednice i ishodi angažiranosti u studiju." Društvena istraživanja : časopis za opća društvena pitanja 28, no. 4 (2019): 607-625. https://doi.org/10.5559/di.28.4.03

Černja Rajter, I., et al. (2019) 'Odrednice i ishodi angažiranosti u studiju', Društvena istraživanja : časopis za opća društvena pitanja, 28(4), pp. 607-625. doi: 10.5559/di.28.4.03

Černja Rajter I, Galić Z, Kuzman I, Šverko I. Odrednice i ishodi angažiranosti u studiju. Društvena istraživanja : časopis za opća društvena pitanja [Internet]. 2019 [cited 2024 December 26];28(4):607-625. doi: 10.5559/di.28.4.03

I. Černja Rajter, Z. Galić, I. Kuzman and I. Šverko, "Odrednice i ishodi angažiranosti u studiju", Društvena istraživanja : časopis za opća društvena pitanja, vol. 28, no. 4, pp. 607-625, 2019. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:131:617907. [Accessed: 26 December 2024]

Metadata
Title (croatian)Odrednice i ishodi angažiranosti u studiju
Title (english)Antecedents and Outcomes of Students' Engagement
AuthorIva Černja Rajter
AuthorZvonimir Galić https://orcid.org/0000-0001-5710-0975
AuthorIvana Kuzman
AuthorIva Šverko
Author's institutionUniversity of Zagreb
Faculty of Croatian Studies
Author's institutionUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of Psychology)
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
School Psychology and the Psychology of Education
Abstract (croatian)
Cilj ovog istraživanja bio je provjeriti moguće odrednice i ishode angažiranosti u studiju, odnosno pozitivnoga stanja što ga karakteriziraju energičnost, predanost i zadubljenost u radu. Kao središnju mjeru uzeli smo Utrecht-skalu angažiranosti u studiju. U okviru prvoga istraživačkog problema, u kontekstu Modela radnih zahtjeva i resursa, ispitivali smo odrednice angažiranosti u studiju: temeljne samoevaluacije i sklad interesa pojedinca i studijske okoline (kongruentnost iskazana Iachanovim M-indeksom). U okviru drugoga problema ispitivali smo ulogu angažiranosti u studiju za objašnjenje uspješnosti u studiju. Sudionici istraživanja bili su studenti sa šest fakulteta Sveučilišta u Zagrebu (N = 380). Rezultati su pokazali da kongruentnost i temeljne samoevaluacije predviđaju angažiranost u studiju, pri čemu su temeljne samoevaluacije determinanta svih aspekata angažiranosti u studiju, dok je doprinos kongruentnosti povrh temeljnih samoevaluacija prisutan samo kod predanosti i ukupne angažiranosti. Uspjeh u studiju uspješno se može predvidjeti na temelju spola, dobi, temeljnih samoevaluacija i studentske angažiranosti, no ne i kongruentnosti. Angažiranost u studiju objasnila je dodatni udio uspješnosti u studiju povrh spola, dobi i temeljnih samoevaluacija.
Abstract (english)
and outcomes of students' engagement. Students' engagement is a positive condition characterized by vigor, dedication and absorption in work and it was measured by the Utrecht Work Engagement Scale for Students (UWES-S). Our study had two research problems. Within the first problem, we relied to the Job Demands-Resources Model to examine the possible determinants of students' engagement: core self-evaluations and the person-environment fit (congruence as measured with the Iachan M index). Within the second research problem we examined the role of students' engagement in explaining academic achievement. Participants were students enrolled in six different study programs at the University of Zagreb (N = 380). The results have shown that congruence and core self-evaluations explained students' engagement. Core self-evaluations were shown to be related to all aspects of students' engagement, while congruence contributed over and above core self-evaluations to dedication and total students' engagement. Academic achievement was determined by gender, age, core self-evaluations and students' engagement, but not by congruence. Students' engagement explained an additional variance of academic achievement s over gender, age, and core self-evaluations.
Keywords (croatian)
Keywords (english)
Languagecroatian
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review - domestic
Publication versionPublished version
Journal titleDruštvena istraživanja : časopis za opća društvena pitanja
Numberingvol. 28, no. 4, pp. 607-625
p-ISSN1330-0288
e-ISSN1848-6096
DOIhttps://doi.org/10.5559/di.28.4.03
URN:NBNurn:nbn:hr:131:617907
Publication2019
Document URLhttps://hrcak.srce.hr/228350
Type of resourceText
Access conditionsOpen access
Terms of useLicence Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) icon
Created on2019-11-26 10:20:03