Subjective well-being, self-esteem, optimism and pessimism as determinants of school achievement of upper primary school students

oai:repozitorij.unicath.hr:unicath_436Cilj ovog rad bio je ispitati doprinos subjektivne dobrobiti, samopoštovanja, optimizma i pesimizma objašnjenju školskog uspjeha kod učenika viših razreda osnovne škole. U istraživanju je sudjelovalo ukupno 103 učenika viših razreda dviju osnovnih škola. Pritom su korišteni sljedeći upitnici: Učenička skala zadovoljstva životom (Huebner, 1991b), Kratka verzija Rosenbergove skale samopoštovanja (Rosenberg, Schooler i Schoenbach, 1989), Upitnik optimizma za mlade (Ey i sur., 2005) i PANAS upitnik (Watson, Clark i Tellegen, 1988). Rezultati pokazuju da učenici s višim prosjekom ocjena imaju manje izražen pesimizam, zadovoljniji su životom te imaju više samopoštovanje. Učenici koji imaju izraženiji optimizam, imaju manje izražen pesimizam, osjećaju manje negativnog afekta i više pozitivnog afekta, zadovoljniji su životom te imaju više samopoštovanje. Učenici koji imaju izraženiji pesimizam manje su zadovoljni svojim životom, imaju niže samopoštovanje, manje doživljavaju pozitivni afekt, a više negativni afekt. Učenici zadovoljniji životom imaju više samopoštovanje, više doživljavaju pozitivni afekt te manje negativni afekt. Učenici koji više doživljavaju pozitivni afekt, manje doživljaju negativni afekt. Prosjek ocjena nije statistički značajno povezan s pozitivnim i negativnim afektom te s optimizmom. Regresijski model bio je statistički značajan te je s ovim skupom prediktora, odnosno zadovoljstvom životom, pozitivnim i negativnim afektima, samopoštovanjem, optimizmom i pesimizmom objašnjeno 17.57% varijance kriterija, odnosno prosjeka ocjena. Samostalni doprinos u objašnjenju varijance prosjeka ocjena jedino je imao konstrukt zadovoljstva životom. Zadovoljstvo životom pozitivno je povezano s prosjekom ocjena, odnosno što su učenici zadovoljniji svojim životom, imaju i viši prosjek ocjena.The aim of this thesis was to examine the contribution of subjective well-being, self-esteem, optimism and pessimism to the explanation of school success in students from upper grades of elementary school. Participants were 103 students from upper grades of two elementary schools in Virovitica. The following questionnaires were used: Students’ Life Satisfaction Scale, SLSS (Huebner, 1991b), Rosenberg Self-Esteem Scale (Rosenberg, Schooler i Schoenbach, 1989), The Youth Life Orientation Test (Ey et al., 2005) and PANAS Questionnaire (Watson, Clark i Tellegen, 1988). The results showed that students with a higher grade point average have less pronounced pessimism, are more satisfied with life and have higher self-esteem. Students who have more pronounced optimism, have less pronounced pessimism, feel less negative affect and more positive affect, are more satisfied with life and have higher self-esteem. Students who have more pronounced pessimism are less satisfied with their lives, have lower self-esteem, experience less positive affect and more negative affect. Students who are more satisfied with their life have higher self-esteem, more postitive affect and less negative affect. Students who experience more positive affect are less likely to experience negative affect. The grade point average is not statistically significantly associated with positive and negative affect and with optimism. The regression model was statistically significant and this set of predictors, i.e. life satisfaction, positive and negative affects, self-esteem, optimism and pessimism explained 17.57% of the variance of the criteria, grade point average. Only the construct of life satisfaction had an indipendent contribution in explaining the variance of grade point average. Life satisfaction is positively related to the grade point average, i.e. the more satisfied students are with their life, the higher the grade point average