Title Uloga roditeljske uključenosti u predviđanju školskog postignuća i prilagodbe adolescenata Title (english) The role of parental involvement in predicting academic achievements and adolescents adjustment Author Josipa Piuk Mentor Ivana Macuka (mentor)Committee member Irena Burić (predsjednik povjerenstva)Committee member Ivana Tucak Junaković (član povjerenstva)Committee member Ivana Macuka (član povjerenstva)Granter University of Zadar Defense date and country 2018-11-21, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Roditeljska akademska uključenost podrazumijeva roditeljske aktivnosti, odnosno djelovanja bilo kod kuće ili u školi, koja su vezana uz obrazovanje djeteta. Fokus je većine dosadašnjih istraživanja na pitanju kako se akademska uključenost roditelja odražava na školski uspjeh, dok se efekti na psihološko funkcioniranje djeteta nerijetko zanemaruju. U skladu s tim, cilj ovog istraživanja bio je ispitati odnos djetetove percepcije roditeljske akademske uključenosti (koncipirane kao nadziranje školskog rada i uspjeha, pomoć oko zadaće, komunikacija s djetetom i roditeljska akademska očekivanja) te školskog postignuća i nekih aspekata psihološke prilagodbe mlađih adolescenata (perfekcionizma, ispitne anksioznosti i somatizacije). Kako bi se ispitala percepcija adolescenata o razinama akademske uključenosti njihovih roditelja, u sklopu istraživanja je preveden i validiran Upitnik percipirane roditeljske akademske uključenosti (Perceived Parental Educational Involvement – PPEI) (Carranza, You, Chhuoni I Hudley, 2009). U istraživanju je sudjelovalo 273 mlađih adolescenata, učenika petog do osmog razreda osnovne škole. Konfirmatornom faktorskom analizom je potvrđena četverofaktorska struktura Upitnika percipirane roditeljske akademske uključenosti. Korelacijske analize upućuju na značajne obrasce povezanosti roditeljske akademske uključenosti te školskog uspjeha, perfekcionizma, ispitne anksioznosti i somatizacije kod mlađih adolescenata. Rezultati ispitivanja relativnih doprinosa pojedinih skupina varijabli u objašnjenju školskog uspjeha i prilagodbe adolescenata ukazuju da spol i neadaptivni perfekcionizam pridonose objašnjenju ispitne anksioznosti i somatizacije, odnosno da djevojke te adolescenti izraženijeg neadaptivnog perfekcionizma doživljavaju više razine ispitne anksioznosti i somatizacije. Nadalje, objašnjenju školskog uspjeha adolescenata pridonose spol, sklonost neadaptivnom perfekcionizmu i akademska očekivanja roditelja, s tim da djevojke, adolescenti manje izraženog neadaptivnog perfekcionizma, te adolescenti koji percipiraju akademska očekivanja svojih roditelja višima, ostvaruju bolji školski uspjeh.
Abstract (english) Parental educational involvement implies parental activities at home or at school that are related to the child's education. The majority of past research focused on questions such as how does the parental involvement in academics reflect on academic success, while the effects on the psychological functioning of a child are often disregarded. Therefore, the goal of this research was to examine the relationships between child's perception of the parental educational involvement (communication with a child about school, help with schoolwork, parental expectations, and monitoring of school work), school achievement and some aspects of psychological adjustment of young adolescents (perfectionism, test anxiety and somatization). To examine the adolescents’ perception of the levels of the academic involvement of their parents, the Perceived Parental Educational Involvement (PPEI) scale (Carranza, You, Chhuon and Hudley, 2009) was used. 273 young adolescents, students from fifth to eights grade of elementary school, were involved in the research. Confirmatory factor analysis was used to confirm the four-factor structure of Perceived Parental Educational Involvement questionnaire. Correlation analysis suggests positive relationships between parental academic involvement, academic success, perfectionism, test anxiety and somatisation symptoms. The results also showed that gender and maladaptive perfectionism contribute to explaining test anxiety and somatization, that is, girls and adolescents with pronounced non-adaptive perfectionism experience higher levels of test anxiety and somatization. Furthermore, gender, a tendency for maladaptive perfectionism and parent’s academic expectations contribute to the explanation of academic success of adolescents. Specifically, girls, adolescents with less pronounced non-adaptive perfectionism, and adolescents who perceive academic expectations of their parents as higher, achieve better academic success.
Keywords
percipirana roditeljska akademska uključenost
adapitvni i neadaptivni perfekcionizam
ispitna anksioznost
somatizacija
školski uspjeh
Keywords (english)
perceived parental educational involvement
adaptive and maladaptive perfectionism
test anxiety
somatization
school achievement
Language croatian URN:NBN urn:nbn:hr:162:247710 Study programme Title: Psychology Type of resource Text File origin Born digital Access conditions Access restricted to students and staff of home institution Terms of use Created on 2019-01-24 08:36:59
