Some indicators of student's subjective well-being

Već je poznato da gubitak doma i preseljenje pojedincima teško padaju te ih često prate osjećaji bespomoćnosti i izgubljenosti, no navedeno se još uvijek nedovoljno spominje u kontekstu studentske populacije kao što se i među studentima rijetko čuje da im je teško u novoj sredini ili da su imali poteškoće u prilagodbi na istu. Nastavno na to, cilj je ovog istraživanja bio predvidjeti sastavnice subjektivne dobrobiti (globalno i situacijsko zadovoljstvo životom) studenata koji su se zbog fakulteta doselili u Zagreb na temelju emocionalne inteligencije, nedostajanja doma te privrženosti mjestu življenja te utvrditi odnos između navedenog. Uz spomenuto, istraženo je postoje li razlike u razinama nedostajanju doma te privrženosti prema Zagrebu između studenata preddiplomskih i diplomskih studija. U istraživanju je sudjelovalo 156 studentica i studenata (120 djevojaka) Sveučilišta u Zagrebu, prosječne dobi 22 godine pri čemu najmlađi sudionik ima 18, a najstariji 33 godine. U trenutku ispunjavanja upitnika, preddiplomski studij pohađalo je oko 57% sudionika, a diplomski njih 43%. Istraživanje je provedeno online upitnikom koji se dijelio putem društvenih mreža, a sastojao se od sociodemografskih pitanja te Skale zadovoljstva životom (Penezić, 2002), Upitnika emocionalne kompetentnosti – UEK-45 (Takšić, 2002), Utrecht skale nedostajanja doma (Stroebe, Van Vliet, Hewstone i Willis, 2002) te Skale privrženosti mjestu življenja (Hernandez, Hidalgo, Salazar-Laplace i Hess, 2007). U istraživanju su se značajnim istaknule povezanosti između uključenih varijabli pri čemu su najviše pozitivno povezane razine emocionalne inteligencije i subjektivne dobrobiti, dok su negativne korelacije zabilježene između razina nedostajanja doma, privrženosti mjestu življenja i subjektivne dobrobiti. Također je utvrđeno da emocionalna inteligencija, nedostajanje doma i privrženost mjestu življenja objašnjavaju 63% globalnog zadovoljstva životom te 43% situacijskog zadovoljstva životom. Dodatno je pokazano da studentima preddiplomskih razina studija dom nedostaje više od onih na diplomskom studija što nije utvrđeno za privrženost mjestu življenja.It is already known that home loss and relocation are difficult for individuals and are often accompanied by feelings of helplessness and loss, but this is still insufficiently mentioned in the context of the student population. In addition, the aim of this study was to predict the components of subjective well-being (global and situational life satisfaction) of students who moved to Zagreb to study based on emotional intelligence, homesickness and place attachment. Another purpose of the study was to determine the differences in the level of homesickness and attachment to Zagreb between undergraduate and graduate students. Participants were 156 students (120 female) from the University of Zagreb, on average 22 years old. The youngest participate was 18 and the oldest was 33 years old. At the time of study, 57% of participants were undergraduate and 43% were graduate. The study was conducted by an online questionnaire including: sociodemographic questions, Life Satisfaction Scale (Penezić, 2002), Emotional Competence Questionnaire – UEK-45 (Takšić, 2002), Utrecht Homesickness Scale (Stroebe, Van Vliet, Hewstone & Willis, 2002) and The Place Attachment Scale (Hernandez, Hidalgo, Salazar-Laplace & Hess, 2007). The study highlighted significant correlations between the included variables, with the most positively related levels of emotional intelligence and subjective well-being, while negative correlations were noted between the levels of homesickness, place attachment and subjective well-being. It is also showed that emotional intelligence, homesickness and place attachment account for 63% of global life satisfaction and 43% of situational life satisfaction. Furthermore, results determined statistical significance in levels of homesickness between undergraduate and graduate students. The same was not found regarding place attachment