DETERMINANTS OF EXPERIENCING NEGATIVE EMOTIONS IN SCHOOL

U psihologiji i obrazovanju sve se više potiče pristup koji je usmjeren na dijete, no tek se u zadnje vrijeme počela posvećivati pozornost djetetovim emocijama u školi. Stoga je cilj ovog istraživanja bio ispitati važnost socijalne podrške te emocionalne i akademske samoefikasnosti učenika za njihov osjećaj straha i doživljaja vlastite nekompetentnosti za školu te školsko postignuće. U istraživanje se krenulo s pretpostavkom da će viši stupanj emocionalne i akademske samoefikasnosti, ali i viša razina percipirane podrške bliskih osoba i nastavnika biti povezana s niskom razinom straha od škole, manjim osjećajem nekompetentnosti za školu i boljim školskim postignućem. Dobiveni rezultati istraživanja potvrđuju postavljenu hipotezu te pokazuju kako su visoka emocionalna i akademska samoefikasnost jako važne za djetetov školski uspjeh. Također, pokazalo se kako su niska emocionalna i akademska samoefikasnost te niska socijalna podrška (roditelja, nastavnika i vršnjaka) bili značajno povezani s većim strahom od škole i osjećajem nekompetentnosti za školu kod učenika. Na temelju dobivenih rezultata možemo zaključiti kako su emocionalna i akademska samoefikasnost ključne za djetetov školski uspjeh te im je potrebno posvetiti pozornost u nastavi. Podrška od strane bliskih osoba) također se pokazala važnom u djetetovu emocionalnom doživljaju škole i vlastite kompetentnosti za školu.A child-focused approach is being more and more encouraged in both psychology and education. However, only recently the children's emotions have been put in the center of attention. Therefore, the aim of this research was to examine the importance of students’ social support and emotional and academic self-efficiency for their sense of fear and experience of own incompetence for the school and school accomplishment. In doing so, we hypothesized that a higher degree of emotional and academic self-efficiency, along with a higher level of perceived support of close people and teachers, will be associated with a low level of fear of school, less sense of incompetence in school and better academic achievement. Research results confirmed the appointed hypothesis, indicating that high emotional and academic self-efficiency are of great importance for children’s success in school. Furthermore, the results had shown that low emotional and academic self-efficiency and low social support from parents, teachers and peers were significantly associated with students’ greater fear of school and feeling of incompetence for school. Based on the given results, we can conclude that emotional and academic self-efficiency are crucial for child’s academic accomplishment and it is necessary to dedicate more attention to them in class. Also, the support from people close to the child was revealed as an important factor in child’s emotional experience of school and in their own competence for school