Open AccessSchool Success of Early Adolescents: The Role of Personal and Family Determinants
Author(s) -
Ivana Macuka,
Irena Burić
Publication year - 2015
Publication title -
društvena istraživanja/društvena istraživanja
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.18
H-Index - 15
eISSN - 1848-6096
pISSN - 1330-0288
DOI - 10.5559/di.24.4.02
Subject(s) - theology , philosophy
Cilj je ovog istraživanja bio utvrditi zaseban doprinos dimenzijatemperamenta (samokontrole, pozitivne i negativne afektivnosti),emocionalne regulacije, problema u prilagodbi (internaliziranih ieksternaliziranih problema) te percepcije roditeljskog ponašanjamajki i očeva (emocionalnosti, prihvaćanja i odbacivanja) uobjašnjenju školskog uspjeha učenika. Istraživanjem je obuhvaćeno553 djece (275 učenica i 278 učenika) prosječne dobi od13 godina. Provedbom hijerarhijske regresijske analize nauzorku dječaka utvrđeno je da temperament, emocionalna regulacijai kontrola te roditeljsko ponašanje ostvaruju značajne samostalnedoprinose objašnjenju varijabiliteta školskog uspjehadječaka. Bolji školski uspjeh postižu dječaci koji su podložniji ljutnji,manje bojažljivi, efikasnije reguliraju vlastite emocije te percipirajuda ih majke i očevi više prihvaćaju. Na poduzorku djevojčicajedino je emocionalna regulacija i kontrola imala značajani pozitivan doprinos objašnjenju školskog uspjeha; djevojčicekoje uspješnije reguliraju vlastite emocije uspješnije su u školi.The aim of this study was to examine unique contributions ofdifferent dimensions of students’ temperament (self-control,positive affectivity and negative affectivity), students’ emotionalregulation, students’ adjustment problems (the presence ofinternalizing 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 553students (275 girls and 278 boys) mean age of 13 years. Byusing hierarchical regression analysis, the results obtained inthe subsample of boys revealed a significant and uniquecontribution of students’ temperament, emotional regulationand parental behavior in explaining the variability of schoolsuccess. Boys who are more prone to anger but are less fearful,who regulate their emotions effectively, and who perceive to beaccepted by their mothers and fathers, have higher levels ofschool success. On the subsample of girls, only emotionalregulation has a significant and positive contribution in theexplanation of their school success; girls who regulate theiremotions effectively have higher grades