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School Success of Early Adolescents: The Role of Personal and Family Determinants

Ivana Macuka orcid id ; Sveučilište u Zadru, Zadar
Irena Burić orcid id ; Sveučilište u Zadru, Zadar

Puni tekst: hrvatski pdf 217 Kb

str. 487-507

preuzimanja: 1.206



The aim of this study was to examine unique contributions of
different dimensions of students’ temperament (self-control,
positive affectivity and negative affectivity), students’ emotional
regulation, students’ adjustment problems (the presence of
internalizing and externalizing symptoms), and students’
perception of parental behavior of their mothers and fathers
(parental dimensions of emotionality, acceptance and rejection)
in explaining their school success. The sample consisted of 553
students (275 girls and 278 boys) mean age of 13 years. By
using hierarchical regression analysis, the results obtained in
the subsample of boys revealed a significant and unique
contribution of students’ temperament, emotional regulation
and parental behavior in explaining the variability of school
success. Boys who are more prone to anger but are less fearful,
who regulate their emotions effectively, and who perceive to be
accepted by their mothers and fathers, have higher levels of
school success. On the subsample of girls, only emotional
regulation has a significant and positive contribution in the
explanation of their school success; girls who regulate their
emotions effectively have higher grades.

Ključne riječi

school success, temperament, emotion regulation, adjustment problems, parental behavior

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Podaci na drugim jezicima: hrvatski

Posjeta: 2.613 *