OSOBINE LIČNOSTI, CILJNE ORIJENTACIJE I ŠKOLSKI USPJEH
DOI:
https://doi.org/10.19090/pp.2018.3.325-344Ključne reči:
ciljne orijentacije, osobine ličnosti, školski uspjehApstrakt
Cilj istraživanja bio je ispitati mogućnost predviđanja školskog uspjeha na temelju osobina ličnosti i ciljnih orijentacija. U istraži- vanju je sudjelovalo 222 učenika općih gimnazija, a sudjelovali su učenici drugog, trećeg i četvrtog razreda (65.8% djevojaka). Kori- šteni su Petofaktorski upitnik ličnosti i Upitnik ciljnih orijentacija, a za podatke o školskom uspjehu od učenika se tražilo da navedu prosjek ocjena na kraju prošle školske godine, te ocjenu iz hrvat- skog jezika, matematike i prvog stranog jezika. Rezultati hijerar- hijske regresijske analize pokazali su kako su Savjesnost i Neu- roticizam pozitivni prediktori prosjeka ocjena i ocjene iz hrvatskog jezika, Otvorenost pozitivan, a Ekstraverzija negativan prediktor ocjene iz stranog jezika. Vezano uz ciljne orijentacije pokazano je kako orijentacija na učenje pozitivno predviđa ocjenu iz hrvatskog jezika. Također, ciljna orijentacija na učenje predstavlja parcijalni medijator odnosa između Savjesnosti i ocjene iz hrvatskog jezika.
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Bidjerano, T., & Yun Dai, D. (2007). The relationship between the big‒five model of personality and self‒regulated learning strategies. Learning and Individual Differences, 17, 69‒81. doi:10.1016/j.lindif.2007.02.001
Booth, P., & Winzar, H. (1993). Personality biases of accounting students: Some implications for learning style preferences. Accounting and Finance, 33, 109‒120. doi:10.1111/j.1467‒629X.1993.tb00322.x
Bratko, D., Chamorro‒Premuzic, T., & Saks, Z. (2006). Personality and school performance: Incremental validity of self‒ and peer‒ratings over intelli- gence. Personality and Individual Differences 41, 131‒142. doi:10.1016/j. paid.2005.12.015
Chamorro‒Premuzic, T., & Furham, A. (2003a). Personality Traits and Academ- ic Examination Performance. European Journal of Personality, 17, 237‒250. doi:10.1002/per.473
Chamorro‒Premuzic, T., & Furnham, A. (2003b). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Psychology, 37, 319–338. doi:10.1016/S0092‒6566(02)00578‒0 Chamorro‒Premuzic, T., & Furnham, A. (2008). Personality, intelligence and ap- proaches to learning as predictors of academic performance. Personality and
Individual Differences, 44, 1596–1603. doi:10.1016/j.paid.2008.01.003 Chamorro‒Premuzic, T., & Furnham, A. (2009). Mainly Openness: The relation-
ship between the Big Five personality traits and learning approaches. Learn- ing and Individual Differences 19, 524–529. doi:10.1016/j.lindif.2009.06.004 Chen, G., & Mathieu, J. E. (2008). Goal orientation dispositions and performance trajectories: The roles of supplementary and complementary situational in- ducements. Organizational Behavior and Human Decision Processes, 106(1),
21‒38. doi:10.1016/j.obhdp.2007.11.001
Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social‒cogni- tive model of achievement motivation and the 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666‒679. doi:10.1037/0022‒3514.90.4.666
Dale, L., & Harrison, D. (2017). How the Big Five personality traits in CPSQ increase its potential to predict academic and work outcomes. Cambridge: Cambridge Assessment.
De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and educa- tion: A review. European Journal of Personality, 10, 303‒336. doi:10.1002/ (sici)1099‒0984(199612)10:5<303::aid‒per262>3.3.co;2‒u
Dompnier, B., Darnon, C., & Butera, F. (2013). When performance‒approach goals predict academic achievement and when they do not: A social value approach. British Journal of Social Psychology, 52, 587‒596. doi:10.1111/bjso.12025
Elliot, A. J. (1999). Approach and Avoidance Motivation and Achivement Goals.
Educational Psycologyst, 34, 169‒189. doi:10.1207/s15326985ep3403_3 Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoid-
ance achievement motivation. Journal of Personality and Social Psychology, 72, 218‒232. doi:10.1037/0022‒3514.72.1.218
Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement Goals, Study Strate- gies, and Exam Performance: A Mediational Analysis. Journal of Educational Psychology, 91, 549‒563. doi:10.1037/0022‒0663.91.3.549
Elliot, A., J., & McGregor, H. A. (2001). A 2 x 2 Achievement Goal Frame- work. Journal of Personality and Social Psychology, 80, 501‒519. doi:10.1037/0022‒3514.80.3.501
Entwistle, N. J. (1972). Personality and Academic Attainment. British Journal of Educational Psychology, 42, 137‒151. doi:10.1111/j.2044‒8279.1972. tb00707.x
Eysenck, H. J., & Eysenck, M. W. (1985). Personality and individual differences: a natural science approach. New York: Plenum Press.
Farsides, T., & Woodfield, R. (2003). Individual differences and undergradu- ate academic success: The roles of personality, intelligence, and applica- tion. Personality and Individual Differences, 34, 1225‒1243. doi:10.1016/ S0191‒8869(02)00111‒3
Fenollar, P., Roman, S., & Cuestas P. J. (2007). University students’ aca- demic performance: An integrative conceptual framework and em- pirical analysis. British Journal of Educational Psychology, 77, 873‒891. doi:10.1348/000709907X189118
Gilman, R., & Anderman, E. M. (2006). The relationship between relative levels mo- tivation and intrapersonal, interpersonal, and academic functioning among older adolescents. Journal of School Psychology, 44, 375–391. doi:10.1016/j. jsp.2006.03.004
Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and jun- ior high school students. Journal of Educational Psychology, 77, 631–645. doi:10.1037/0022‒0663.77.6.631
Gottfried, A. E. (1990). Academic intrinsic motivation in young elemen- tary school children. Journal of Educational Psychology, 82, 525–538. doi:10.1037/0022‒0663.82.3.525
Hair, E. C., & Graziano, W. (2003). Self‒Esteem, Personality and Achievement in High School: A Prospective Longitudinal Study in Texas. Journal of Personal- ity, 71, 971‒994. doi:10.1111/1467‒6494.7106004
Hakimi, S., Hejazi, E., & Lavasani, M. G. (2011). The Relationships Between Per- sonality Traits and Students’ Academic Achievement. Procedia – Social and Behavioral Sciences, 29, 836‒845. doi:10.1016/j.sbspro.2011.11.312
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short‒term and long‒term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316‒330. doi:10.1037/0022‒0663.92.2.316
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis. New York, NY: The Guilford Press.
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A metaanalytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422‒449. doi:10.1037/a0018947
Jensen, M. (2015). Personality Traits, Learning and Academic Achievements. Jour-
nal of Education and Learning, 4(4), 91‒118. doi:10.5539/jel.v4n4p91
John, O. P., & Srivastava, S. (1999). The Big Five Trait taxonomy: History, measure- ment, and theoretical perspectives. In L. A. Pervin, & O. P. John (Eds.), Hand- book of personality: Theory and Research (pp. 102‒138). New York, NY: Guil- ford Press.
King, R. B., & McInerney, D. M. (2014). The work avoidance goal construct: Ex- amining its structure, antecedents, and consequences. Contemporary Educa- tional Psychology, 39, 42‒58. doi:10.1016/j.cedpsych.2013.12.002
Kline, R. B. (1998). Principles and practice of structural equation modeling. New York, NY: Guilford Press.
Kodžopeljić, J. i Pekić, J. (2017). Psihologija u nastavi. Odabrane teme iz psihologije obrazovanja. Novi Sad: Filozofski fakultet.
Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the Big Five person- ality traits in predicting college students’ academic motivation and achieve- ment. Learning and Individual Differences, 19, 47‒52. doi:10.1016/j.lin- dif.2008.07.001
Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as pre- dictors of academic achievement: A cross‒sectional study from elementary to secondary school. Personality and Individual Differences, 42, 441‒451. doi:10.1016/j.paid.2006.08.001
Lin, Y., McKeachie, W. J., & Kim, Y. C. (2003). College student intrinsic and/or ex- trinsic motivation and learning. Learning and Individual Differences, 13, 251– 258. doi:10.1016/S1041‒6080(02)00092‒4
Lončarić, D. (2010). Spol i dob kao odrednice samoreguliranog učenja za cjeloživotno obrazovanje. U R. Bacalja (Ur.), Zbornik radova s međunarodnog znanstveno stručnog skupa Perspektive cjeloživotnog obrazovanja učitelja i odgojitelja (str. 104‒118). Zadar: Sveučilište u Zadru.
Matešić, K. i Zarevski, P. (2008). Povezanost opće inteligencije i dimenzija ličnosti sa školskim postignućem. Metodika, 17, 9, 260‒270.
Mattern, R. A. (2005). College Students’ Goal Orientations and Achievement. In- ternational Journal of Teaching and Learning in Higher Education, 17, 27‒32.
Matthew, G., Schwean, V. L., Campbell, S. E., Saklofske, D. H., & Mohamed, A.
R. (2000). Personality, Self‒regulation and Adaptation: A Cognitive‒so- cial Framework. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Hand- book of Self–regulation (pp. 101‒207). New York: Academic. doi:10.1016/ B978‒012109890‒2/50035‒4
Nacionalni centar za vanjsko vrednovanje obrazovanja. (2015). Nastavni planovi i programi za gimnazije i strukovne škole. Preuzeto 07. septembra 2018 sa: https://www.ncvvo.hr/nastavni‒planovi‒i‒programi‒za‒gimnazije‒i‒stru- kovne‒skole/
Nicholls, J. G., Patashnick, M., & Nolen, S. B. (1985). Adolescents’ theo- ries of education. Journal of Educational Psychology, 77, 683‒692. doi:10.1037/0022‒0663.77.6.683
Niemivirta, M. (1996, March). Motivational-cognitive components in self-regulated learning. Paper presented at 5th International Conference on Motivation, Landau, Germany.
Norem, J. K., & Cantor, N. (1986). Defensive Pessimism: Harnessing Anxiety as Mo- tivation. Journal of Personality and Social Psychology, 6, 1208‒1217. doi:10.1 037//0022‒3514.51.6.1208
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