Pripremljenost studenata diplomskih studija za učenje i rad u suvremenom društvu

Temeljni cilj ovog rada bio je ispitati studente diplomskih studija u kojoj mjeri procjenjuju svoju spremnost za samousmjereno učenje i spremnost za rad. Htjelo se utvrditi postoji li razlika u samoprocjeni s obzirom na spol, smjer studija, godinu studija, prosječan uspjeh, rad preko student servisa te sudjelovanje u volonterskim aktivnostima. U istraživanju je sudjelovalo 156 studenata s različitih fakulteta unutar Republike Hrvatske. Podatci su prikupljani putem online upitnika koji se sastojao od tri dijela, općih podataka, skale stavova o spremnosti za posao te skale stavova o spremnosti za samousmjereno učenje. Rezultati istraživanja pokazuju kako studenti posjeduju određenu razinu spremnosti za posao, budući da su spremni na učenje i usavršavanje, timski rad i prilagodbu različitim društvenim situacijama. Naglašavaju važnost poštivanja kolega i autoriteta, a bitna im je uspješnost na poslu. Iz rezultata je vidljiva i visoka razina samopouzdanja budući da sumnjaju u neuspjeh postavljenih ciljeva, te su otvoreni kad je u pitanju izražavanje vlastitog mišljenja. Istraživanja pokazuju i određenu razinu spremnosti za samousmjereno učenje s obzirom na to da su studenti visoko procijenili vlastitu sposobnostorganiziranja, odgovornost i discipliniranost. Voljni su učiti i imaju potrebu učiti, a spremni su na samostalno učenje te se dobro snalaze u pronalasku informacija koje su im potrebne. Također, sposobni su kritički i logično razmišljati o novim idejama. Nezavisne varijable, smjer studija te sudjelovanje u volonterskim aktivnostima nemaju značajan statistički utjecaj na osjećaj radne spremnosti i spremnosti za učenje, dok spol, godina studija, prosječan uspjeh i rad preko student servisa pokazuju djelomičan ili značajan utjecaj na studentsku samoprocjenu spremnosti za posao te spremnosti za samousmjereno učenje.The main purpose of this paper was to examine graduate students to what extent they assess their readiness for self-directed learning and readiness for work. The goal was to determine if there is a difference in self-assessment with regard to gender, field of study, year of study, average success, work through student services and participation in volunteer activities. 156 students from different faculties within the Republic of Croatia participated in the research. Data were collected through an online questionnaire consisting of three parts, general data, a scale of attitudes about job readiness and a scale of attitudes about readiness for self-directed learning. The results show that students possess a certain level of readiness for work, as they are ready for learning and training, teamwork and adaptation to different social situations. They emphasize the importance of respecting colleagues and authority, and success at work is important to them. The results also show a high level of self-confidence because they doubt the failure of the set goals, and they are willing to express their opinion. Research also shows a certain level of readiness for self-directed learning, since students highly valued their own ability to organize, responsibility and discipline. They are willing to learn and have a need to learn, they are ready to learn independently and can find the information they need. Also, they are able to think critically and logically about new ideas. Independent variables, field of study and participation in volunteer activities do not have a significant statistical impact on the feeling of readiness and willingness to learn, while gender, year of study, average success and work through student services show partial or significant impact on student self-assessment of readiness for work and readiness for self-directed learning