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master's thesis
Odnos osobnih karakteristika i studentske angažiranosti s akademskim uspjehom i zadovoljstvom studijem
Zagreb: University of Zagreb, Department of Croatian Studies, 2017. urn:nbn:hr:111:306452
Boras, Ivana
University of Zagreb
Faculty of Croatian Studies
Department of Psychology

Institutional repository: Repository of University of Zagreb, Centre for Croatian Studies

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Boras, I. (2017). Odnos osobnih karakteristika i studentske angažiranosti s akademskim uspjehom i zadovoljstvom studijem (Master's thesis). Zagreb: University of Zagreb, Faculty of Croatian Studies. Retrieved from https://urn.nsk.hr/urn:nbn:hr:111:306452

Boras, Ivana. "Odnos osobnih karakteristika i studentske angažiranosti s akademskim uspjehom i zadovoljstvom studijem." Master's thesis, University of Zagreb, Faculty of Croatian Studies, 2017. https://urn.nsk.hr/urn:nbn:hr:111:306452

Boras, Ivana. "Odnos osobnih karakteristika i studentske angažiranosti s akademskim uspjehom i zadovoljstvom studijem." Master's thesis, University of Zagreb, Faculty of Croatian Studies, 2017. https://urn.nsk.hr/urn:nbn:hr:111:306452

Boras, I. (2017). 'Odnos osobnih karakteristika i studentske angažiranosti s akademskim uspjehom i zadovoljstvom studijem', Master's thesis, University of Zagreb, Faculty of Croatian Studies, accessed 05 November 2024, https://urn.nsk.hr/urn:nbn:hr:111:306452

Boras I. Odnos osobnih karakteristika i studentske angažiranosti s akademskim uspjehom i zadovoljstvom studijem [Master's thesis]. Zagreb: University of Zagreb, Faculty of Croatian Studies; 2017 [cited 2024 November 05] Available at: https://urn.nsk.hr/urn:nbn:hr:111:306452

I. Boras, "Odnos osobnih karakteristika i studentske angažiranosti s akademskim uspjehom i zadovoljstvom studijem", Master's thesis, University of Zagreb, Faculty of Croatian Studies, Zagreb, 2017. Available at: https://urn.nsk.hr/urn:nbn:hr:111:306452

Metadata
TitleOdnos osobnih karakteristika i studentske angažiranosti s akademskim uspjehom i zadovoljstvom studijem
Title (english)The relationship between personal characteristics, student engagement and academic perfomance and satisfaction
AuthorIvana Boras
MentorToni Babarović (mentor)
Committee memberIva Šverko (predsjednik povjerenstva)
Committee memberIva Černja (član povjerenstva)
Committee memberToni Babarović (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Croatian Studies
(Department of Psychology)
Zagreb
Defense date and country2017-06-26, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
Abstract
Cilj ovog rada bilo je testirati model studijske angažiranosti postavljen temeljem obuhvatnijeg Modela zahtjeva i resursa posla. Postavljeni model obuhvaća osobine ličnosti i temeljnu samoevaluaciju kao osobne resurse, mjeru studijske angažiranosti kao posredujuću varijablu, te zadovoljstvo studijem i uspješnost u studiju kao njezine ishode. U istraživanju je sudjelovao 321 student prve godine preddiplomskog studija različitih fakulteta i studijskih smjerova. Podaci su prikupljeni u okviru projekta Profesionalni razvoj u adolescenciji: razvoj modela tranzicije karijere adolescenata. Kao mjera studijske angažiranosti korištena je studentska verzija Utrecht skale radne angažiranosti. Osobine ličnosti mjerene su hrvatskim prijevod skraćene verzije HEXACO-PI-R upitnika, a temeljna samoevaluacija Skalom temeljne samoevaluacije. Uspjeh u studiju i zadovoljstvo studijem mjereni su upitnicima konstruiranim za potrebe ovog istraživanja. Utvrđena je pozitivna povezanost temeljne samoevaluacije i studijske angažiranosti. Također je utvrđena i pozitivna povezanost osobina ličnosti savjesnosti i ekstraverzije sa studijskom angažiranosti. Očekivana negativna povezanost osobine ličnosti emocionalnosti i studijske angažiranosti nije se pokazala značajnom. Analizom puta je utvrđeno da originalni model ne odgovara podatcima. Podudarnost je ostvarena postavljanjem temeljne samoevaluacije kao medijatora odnosa emocionalnosti, ekstraverzije te savjesnosti i studijske angažiranosti. Očekivano, studijska angažiranost u nastavku modela doprinosi uspjehu i zadovoljstvu studijem.
Abstract (english)
The main aim of this study was to test student egnagement model based on the more complex Job Demands-Resources model. Hypothesised model includes personality traits and core self-evaluations as personal resources, student engagement as mediator, and academic satisfaction and academic performance as it's outcomes. The study included 321 students of different faculties and courses in their first undergraduate year. Data were collected in the framework of the project Professional development in adolescence: development of a career transition model for adolescents. Utrecht Work Engagement Scale for students was used as a measure of student engagement. Croatian translation of shortened version of HEXACO-PI-R questionnaire was used as a measure of personality traits. The Core Self-Evaluations Scale was used as a measure of core self-evaluations. Academic satisfaction and academic performance were measured using questionnaires constructed for this survey. Positive relationship was found between conscientiousness, extraversion and student engagement. No significant relationship between emotionality and student engagement was found. Path analysis showed that original model doesn't fit the data. Model with core selfevaluations as mediator in a relationship between emotionality, extraversion, conscientiousness and student engagement was confirmed. Student engagement in the continuation of the model positivley affects academic performance and satisfaction, as expected.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:111:306452
Study programmeTitle: Department of Psychology
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2017-10-19 15:19:44