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Relationship Between Academic Self-Regulation, Academic Achievement And Health
Full text linkThe aim of this study was three-fold: first, to determine the existence of a self-determination continuum in our socio-cultural conditions on an academic level, second, to determine the relationship between the academic self-regulation and the academic achievement, and third, to determine the relationship between the academic self-regulation and health. The study was performed on a sample of 217 first and second year students (159 female and 58 male) of biology and medicine. The following measurement instruments were used: Self Regulation Questionnaire-Academic (SRQ-A, Ryan and Connell, 1989), subjective evaluation of psychical and physical health and grade in test. The obtained results point to the following: In our socio-cultural conditions, on an academic level, there can be registered an existence of a self-determination continuum that the Deci-Ryan’s theory anticipates. There is a positive correlation between autonomous motivation and the grades in test. Intrinsic motivation and the college that the students attend are significant predictors for academic achievement. There is a positive correlation between autonomous motivation and health. The students with autonomous motivation had a better subjective evaluation of psychical and physical health than the students with controlled motivation. These results are discussed with reference to Deci and Ryan’s (1985, 1991) self-determination theory
The Prevalence of Bullying among High School Children
Full text linkNasilje među djecom u školama postala je svakodnevna pojava. Današnju djecu često uzastopno i sustavno napadaju i uznemiruju njihovi vršnjaci. Kako bismo provjerili stanje u našoj školi i u skladu s njim poduzeli adekvatne mjere proveli smo ovo istraživanje. Cilj istraživanja bio je utvrditi čestinu izloženosti djece nasilju u školi, ispitati kojim vrstama nasilja su najčešće izloženi te prema učeničkim mišljenjima koja su moguća rješenja nasilja u školi. Istraživanje je provedeno na uzorku od 183 učenika prvog razreda Ekonomske i upravne škole Osijek (124 ženskih i 59 muških sudionika). Korišten je anketni upitnik o nasilju u školi, koji je konstruiran za potrebe škole. Dobiveni rezultati upućuju na sljedeće: 86, 9% učenika misli da ima nasilja u školi, te se najčešće susreću s verbalnim i fizičkim nasiljem ; 7, 6% učenika susreće se s nasiljem svakodnevno ; 30, 1% učenika priznalo je da je nasilno prema drugim učenicima, dok je 44, 8% učenika izjavilo da je doživjelo nasilje u školi od strane profesora, i to češće dječaci doživljavaju takav oblik nasilja. Učenici smatraju da neslaganje u razredu i neprihvaćanje različitosti najviše utječe na pojavu nasilja. Što se tiče mogućih rješenja ovakvog stanja učenici najčešće navode sljedeće: razgovor psihologa, pedagoga i ravnatelja s nasilnicima i onima nad kojima se nasilje vrši te s roditeljima, veće i strože kazne te radionice vezane uz nasilje i njegovo sprječavanje