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Coping with School Failure: How Important are Emotional Competence, Personality and Learning Goal Orientation?

Ingrid Brdar
Sanja Bakarčić

Puni tekst: hrvatski, pdf (265 KB) str. 129-150 preuzimanja: 6.848* citiraj
APA 6th Edition
Brdar, I. i Bakarčić, S. (2006). Suočavanje s neuspjehom u školi: koliko su važni emocionalna kompetentnost, osobine ličnosti i ciljna orijentacija u učenju?. Psihologijske teme, 15 (1), 129-150. Preuzeto s https://hrcak.srce.hr/11835
MLA 8th Edition
Brdar, Ingrid i Sanja Bakarčić. "Suočavanje s neuspjehom u školi: koliko su važni emocionalna kompetentnost, osobine ličnosti i ciljna orijentacija u učenju?." Psihologijske teme, vol. 15, br. 1, 2006, str. 129-150. https://hrcak.srce.hr/11835. Citirano 28.09.2021.
Chicago 17th Edition
Brdar, Ingrid i Sanja Bakarčić. "Suočavanje s neuspjehom u školi: koliko su važni emocionalna kompetentnost, osobine ličnosti i ciljna orijentacija u učenju?." Psihologijske teme 15, br. 1 (2006): 129-150. https://hrcak.srce.hr/11835
Harvard
Brdar, I., i Bakarčić, S. (2006). 'Suočavanje s neuspjehom u školi: koliko su važni emocionalna kompetentnost, osobine ličnosti i ciljna orijentacija u učenju?', Psihologijske teme, 15(1), str. 129-150. Preuzeto s: https://hrcak.srce.hr/11835 (Datum pristupa: 28.09.2021.)
Vancouver
Brdar I, Bakarčić S. Suočavanje s neuspjehom u školi: koliko su važni emocionalna kompetentnost, osobine ličnosti i ciljna orijentacija u učenju?. Psihologijske teme [Internet]. 2006 [pristupljeno 28.09.2021.];15(1):129-150. Dostupno na: https://hrcak.srce.hr/11835
IEEE
I. Brdar i S. Bakarčić, "Suočavanje s neuspjehom u školi: koliko su važni emocionalna kompetentnost, osobine ličnosti i ciljna orijentacija u učenju?", Psihologijske teme, vol.15, br. 1, str. 129-150, 2006. [Online]. Dostupno na: https://hrcak.srce.hr/11835. [Citirano: 28.09.2021.]

Sažetak
The present study examined the relationship between coping with school failure, emotional competence, personality, goal orientation, school achievement, and cognitive stress appraisals. Two hypotheses were tested: 1) emotion-focused
coping can be best predicted from personality variables and emotional competence; 2) problem-focused coping can be best predicted from age, school achievement and motivation.
534 high school students (294 females and 240 males), aged 14 to 19 years, participated in this study. Results showed that six groups of predictors (age and gender, personality traits, emotional competence, goal orientation, school achievement, and cognitive stress appraisal) explained 44% of emotion-focused coping variance, with personality traits being best predictor group. The same predictor groups explained 41% of problem-focused coping variance, with age and gender being best predictor group.
The results have confirmed both hypotheses. Personality variables and emotional competence explained 35% of emotion-focused coping variance (compared to 9% of problem-focused coping variance). Age, school achievement and motivation explained 21% of problem-focused coping variance (compared to 8% of emotion-focused variance).

Ključne riječi
coping strategies; emotional competence; goal orientation; optimism; neuroticism

Hrčak ID: 11835

URI
https://hrcak.srce.hr/11835

[hrvatski]

Posjeta: 10.448 *