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CORRELATES OF ADJUSTMENT TO THE UNIVERSITY AMONGST FIRST·YEAR STUDENTS
Katica Lacković-Grgin
; Filozofski fakultet, Zadar
Izabela Sorić
; Filozofski fakultet, Zadar
Sažetak
Two investigations were carried out on a sample of students attending
the Faculty of Philosophy in Zadar: one at the beginning
of the study period and the other after the freshman year.
The purpose of the investigation was to establish whether the
styles of coping measured by Encler's and Parker's CISS questionnaire
are stable dispositions and to see how they connect with
indicators of positive and negative adjustment to being a student
and with pri orly identified individual and environmental predictors
of adjustment. Results confirm the stability of three styles of coping:
problem-focused coping strategies, emotion-focused and
avoidance coping strategies. Amongst these the most stable
strategy is the emotion-focused one. It was shown that none of
the styles of coping was connected with the indicator of positive
adjustment to study, that is, with satisfaction regarding educational
success during the freshman year. The indicator of negative
adjustment, that is, the evaluation of stress during the freshman
year is negatively connected with problem-focused coping strategies
and positively with emotion-focused strategies. Self-esteem
is connected both with positive and negative adjustment to being
a student and with the styles of problem-focused and emotion-focused
coping strategies. The nature of this connection indicates
the moderating role played by self-esteem.
Ključne riječi
Hrčak ID:
31608
URI
Datum izdavanja:
30.6.1997.
Posjeta: 2.735 *