Personal and environmental factors in relation to the adjustment of students

Cilj istraživanja bio je ispitati povezanost socio-ekonomskog statusa, godine studija, strategija suočavanja sa stresom i socijalne podrške sa psihološkom prilagodbom studenata te utvrditi doprinose navedenih varijabli objašnjenju psihološke prilagodbe studenata. U istraživanju je sudjelovalo 418 studenata četiriju fakulteta u Osijeku. Sudionici su ispunili podatke o socio-demografskim varijablama, Upitnik suočavanja sa stresnim situacijama (Endler i Parker, 1990; prema Sorić i Proroković, 2002), Ljestvicu procjene socijalne podrške (Hudek-Knežević, 1994), Skalu osjećaja općeg zadovoljstva životom (Bezinović, 1988) i Skalu samosviđanja i samokompetentnosti (Tafarodi i Swann, 1995). Rezultati pokazuju kako postoji pozitivna povezanost socio-ekonomskog statusa, godine studija, suočavanja usmjerenog na problem i socijalne podrške sa samopoštovanjem i zadovoljstvom životom, dok se pokazala negativna povezanost suočavanja usmjerenog na emocije sa samopoštovanjem i zadovoljstvom životom. Osim navedenog, rezultati pokazuju kako socio-ekonomski status, godina studija, suočavanje usmjereno na problem te podrška obitelji i profesora predviđaju veće samopoštovanje, dok suočavanje usmjereno na emocije predviđa niže samopoštovanje. Što se tiče kriterija zadovoljstvo životom, socio-ekonomski status, godina studija, suočavanje usmjereno na problem te podrška obitelji i prijatelja značajno predviđaju veće zadovoljstvo životom, dok suočavanje usmjereno na emocije predviđa manje zadovoljstvo životom.The purpose of the study was to examine the relationship between socioeconomic status, year of study, coping strategies and social support with psychological adjustment, as well as to determine the contributions of socioeconomic status, year of study, coping strategies and social support to psychological adjustment in university students. The study was conducted on a sample of 418 students attending four faculties in Osijek. Participants completed sociodemographic questionnaire, Coping Inventory for Stressful Situations (Endler i Parker, 1990; prema Sorić i Proroković, 2002), Social Support Apraisal Scale (Hudek-Knežević, 1994), The Satisfaction with Life Scale (Bezinović, 1988) and Self-liking/Self-competence Scale (Tafarodi i Swann, 1995). The results have shown that socioeconomic status, year of study, problem-focused coping, support of family, friend and professors are significantly positively correlated with self-esteem and satisfaction with life, while emotion-focused coping is significantly negatively correlated with self-esteem and satisfaction with life among students. Furthermore, the results have shown that socioeconomic status, year of study, problem-focused coping, support of family and professors predicted higher self-esteem, while emotion-focused coping predicted lower self-esteem. With regard to satisfaction of life, socioeconomic status, year of study, problem-focused coping, support of family and friends predicted higher satisfaction, while emotion-focused coping predicted lower satisfaction with life