APA 6th Edition Dragun, A. (2012). Slobodno vrijeme i vrijednosti maturanata u Zadru. Crkva u svijetu, 47 (4), 487-513. Retrieved from https://hrcak.srce.hr/94868
MLA 8th Edition Dragun, Antonio. "Slobodno vrijeme i vrijednosti maturanata u Zadru." Crkva u svijetu, vol. 47, no. 4, 2012, pp. 487-513. https://hrcak.srce.hr/94868. Accessed 16 Jun. 2021.
Chicago 17th Edition Dragun, Antonio. "Slobodno vrijeme i vrijednosti maturanata u Zadru." Crkva u svijetu 47, no. 4 (2012): 487-513. https://hrcak.srce.hr/94868
Harvard Dragun, A. (2012). 'Slobodno vrijeme i vrijednosti maturanata u Zadru', Crkva u svijetu, 47(4), pp. 487-513. Available at: https://hrcak.srce.hr/94868 (Accessed 16 June 2021)
Vancouver Dragun A. Slobodno vrijeme i vrijednosti maturanata u Zadru. Crkva u svijetu [Internet]. 2012 [cited 2021 June 16];47(4):487-513. Available from: https://hrcak.srce.hr/94868
IEEE A. Dragun, "Slobodno vrijeme i vrijednosti maturanata u Zadru", Crkva u svijetu, vol.47, no. 4, pp. 487-513, 2012. [Online]. Available: https://hrcak.srce.hr/94868. [Accessed: 16 June 2021]
Abstracts This paper presents the results of survey carried out in 2009
among 254 secondary school leavers in Zadar. The structures of
participants’ leisure time and value system are very similar to
those found by earlier surveys among youth in different regions
of Croatia, and are considerably marked by modernity and by
orientation toward relationships with close others. Expectedly,
modernity and similarity with other compared youth samples
appear more expressed in the field of free time than in values.
Out of examined values, the participants’ most important ones are
health, friendship, good family relations, fairness, and love. The
results indicate that values of conventionally moral orientation
make the main connection with their striving toward selfrealization.
The importance they give to those values, and to
independence of others’ influences as well, represent also the
possible basis for their more creative free time using, for instance,
through their greater inclusion in extracurricular educativecultural
programs and in organized community-helping activities.