Academic self-efficacy, achievement goals and locus of control as predictors of academic satisfaction

Kako su istraživanja uglavnom usmjerena na utvrđivanje korelata i prediktora akademskog uspjeha, a tek manji broj zadovoljstva studijem, cilj ovog rada bio je provjeriti može li se na temelju akademske samoefikasnosti, ciljeva postignuća i lokusa kontrole predvidjeti zadovoljstvo studijem na populaciji studenata Sveučilišta u Zagrebu te ujedno ispitati u kakvom su odnosu navedene prediktorske varijable sa zadovoljstvom studijem općenito. U istraživanju sudjelovalo je ukupno 230 studenata. Prediktorske varijable ispitane su putem Skale akademske samoefikasnosti (Lončarić, 2014), Skale ciljnih orijentacija (Lončarić, 2014) i Skale uvjerenja o kontroli (Lončarić, 2014), a kriterijska varijabla Skalom zadovoljstva studijem (Reić Ercegovac i Jukić, 2008). Uz navedene instrumente, postavljeno je i nekoliko demografskih pitanja. Podaci su prikupljeni putem konstruirane online ankete podijeljene na Facebook grupama studentskih domova kako bi se obuhvatio što širi uzorak. Rezultati dobiveni ovim istraživanjem pokazuju da je zadovoljstvo studijem statistički značajno pozitivno povezano sa samoefikasnošću u procesu učenja i postizanju željenih ishoda učenja, ciljevima učenja usmjerenim na sebe te internalnim lokusom kontrole, a statistički značajno negativno s neakademskim ciljevima i eksternalnim lokusom kontrole. Ciljevi izvođenja usmjereni na druge nisu statistički značajno korelirali sa zadovoljstvom studijem. Zadovoljstvo studijem može se uspješno predvidjeti na temelju akademske samoefikasnosti i lokusa kontrole, a na temelju svih prediktora objašnjeno je ukupno 34% varijance kriterija zadovoljstva studijem.Since the studies mainly focus on the establishment of correlates and predictors of academic achievement, and minority on academic satisfaction, the aim of this study was to examine whether academic self-efficacy, achievement goals, and locus of control can predict academic satisfaction of the student population of the University of Zagreb, as well as to examine the general relationship between mentioned predictors and academic satisfaction. A total of 230 students participated in the study. Predictor variables were measured through the Scale of Academic Self-Efficacy (Lončarić, 2014), Scale of Achievement Goals (Lončarić, 2014) and Control Beliefs Scale (Lončarić, 2014), and the criterion variable through Satisfaction With Studies Scale (Reić Ercegovac and Jukić, 2008). In addition to the aforementioned instruments, several demographic questions also set. Data was collected through a constructed online survey shared into Facebook groups of student dormitories to cover the broader sample. The results show that the academic satisfaction is positively correlated with academic self-efficacy in the learning process and achieving desired learning outcomes, self-directed learning achievement goals and internal locus of control, and negatively correlated with nonacademic goals and external locus of control. Goal-oriented achievement goals did not statistically significantly correlate with academic satisfaction. Academic satisfaction can be successfully predicted through academic self-efficacy and locus of control, and based on all predictors, a total of 34% of the variance of the criteria was explained