APA 6th Edition Luketić, D. (2016). ISPITIVANJE ODNOSA SAMOPROCJENE PODUZETNOSTI I SAMOEFIKASNOSTI UČENIKA OSNOVNE ŠKOLE. Život i škola, LXII (1), 125-137. Retrieved from https://hrcak.srce.hr/165110
MLA 8th Edition Luketić, Daliborka. "ISPITIVANJE ODNOSA SAMOPROCJENE PODUZETNOSTI I SAMOEFIKASNOSTI UČENIKA OSNOVNE ŠKOLE." Život i škola, vol. LXII, no. 1, 2016, pp. 125-137. https://hrcak.srce.hr/165110. Accessed 10 Dec. 2019.
Chicago 17th Edition Luketić, Daliborka. "ISPITIVANJE ODNOSA SAMOPROCJENE PODUZETNOSTI I SAMOEFIKASNOSTI UČENIKA OSNOVNE ŠKOLE." Život i škola LXII, no. 1 (2016): 125-137. https://hrcak.srce.hr/165110
Harvard Luketić, D. (2016). 'ISPITIVANJE ODNOSA SAMOPROCJENE PODUZETNOSTI I SAMOEFIKASNOSTI UČENIKA OSNOVNE ŠKOLE', Život i škola, LXII(1), pp. 125-137. Available at: https://hrcak.srce.hr/165110 (Accessed 10 December 2019)
Vancouver Luketić D. ISPITIVANJE ODNOSA SAMOPROCJENE PODUZETNOSTI I SAMOEFIKASNOSTI UČENIKA OSNOVNE ŠKOLE. Život i škola [Internet]. 2016 [cited 2019 December 10];LXII(1):125-137. Available from: https://hrcak.srce.hr/165110
IEEE D. Luketić, "ISPITIVANJE ODNOSA SAMOPROCJENE PODUZETNOSTI I SAMOEFIKASNOSTI UČENIKA OSNOVNE ŠKOLE", Život i škola, vol.LXII, no. 1, pp. 125-137, 2016. [Online]. Available: https://hrcak.srce.hr/165110. [Accessed: 10 December 2019]
Abstracts Being an enterprising student is often seen as a behavior, whose background lies in the complex interrelationship between qualities and traits of personality, which support the student’s proactivity. Being enterprising can be defined as a competency which is constituted by interrelated knowledge, skills and attitudes that enable a person to put their ideas into practice. These previous meanings suggest assessment and evaluation of being enterprising by others, rather than as a personal self-assessment experience of oneself. In this paper, we focus on getting answers to questions on the relationship between pupils' perceptions of being enterprising with the assessment of beliefs about their own abilities to organize and perform certain actions in order to achieve the desired outcomes in the school context and the significance of this relationship for the further development of students’ competence of being enterprising.
The aim of this study was to investigate the relationship between self-perceptions of being enterprising and the assessment of self-efficiency of primary school students and to determine whether these relationships are defined by gender, age and academic success. The study included 1962 sixth- and eighth-graders in the Republic of Croatia. The data on self-assessment of being enterprising are based on the results of the application of the Attitudes toward Enterprise Test (Athayde, 2012), while for the assessment of self-efficacy we used the Self-Efficacy Questionnaire for Children-SEQ-C (Muris, 2001).
The results have shown a correlation of self-assessment of being enterprising with the social and emotional self-efficacy and academic self-efficacy. Students differ in assessing their own competence of being enterprising due to the high, average and low levels of expression on both facets of self-efficacy. The hierarchical regression analysis showed that significant predictors of students’ perception of being enterprising is their social and emotional self-efficacy, academic self-efficacy, and to a lesser extent gender and age. The results are regarded in the context of contribution to the understanding of students’ competence of being enterprising as well as the importance of devising educational practice with the aim of strengthening the enterprising competence in the school context.