Efekt školske klime i otpornosti na svakodnevni akademski stres na dobrobiti i školski uspjeh srednjoškolaca
DOI:
https://doi.org/10.19090/pp.v17i2.2485Ključne reči:
školska klima, otpornost na svakodnevni akademski stres, dobrobit, školski uspjehApstrakt
Teorije pozitivnog razvoja mladih gledaju na mlade ljude kroz njihove snage i potencijale. Navode da će ti potencijali biti maksimalno iskorišteni ukoliko postoji podržavajuće i stimulirajuće okruženje. S obzirom da mladi velik dio vremena provode u školama, školsko okruženje je važno za osnaživanje potencijala i zdrav razvoj. Cilj ovog istraživanja bio je provjeriti efekt školske klime i otpornosti na svakodnevni akademski stres na dobrobiti i školski uspjeh srednjoškolaca. Istraživanje je provedeno na 3102 učenika drugog razreda srednje škole iz osam hrvatskih gradova. Korišteni su instrumenti: Hrvatski upitnik školske klime za učenike (HUŠK-U), Skala otpornosti na svakodnevni akademski stres (The Academic Buoyancy Scale - ABS), Warwick-Edinburgh upitnik mentalne dobrobiti (Warwick-Edinburgh mental well-being scale – WEMWBS), te procjena školskog uspjeha na kraju prošle školse godine. Upitnici su primijenjeni u online verziji putem platforme SurveyMonkey. U obradi podataka korištena je analiza puta. Prvo je provjereno pristajanje podataka predloženom modelu, te se pokazalo da podatci odgovaraju predloženom modelu. Rezultati su pokazali da školska klima ima značajan pozitivan efekt na: otpornost na svakodnevni akademski stres, dobrobit i školski uspjeh. Otpornost na svakodnevni akademski stres ima značajan pozitivan efekt na dobrobit, te značajan (iako dosta nizak) negativan efekt na školski uspjeh. Otpornost na svakodnevni akademski stres se pokazala značajnim medijatorom u odnosu školske klime i dobrobiti te školske klime i školskog uspjeha. Rezultati ukazuju na važnost škole i školskog okruženja u postizanju pozitivnih ishoda kod srednjoškolaca. Također, je važno za dobrobit adolescenata da nisu pod velikim stresom zbog ispitivanja i ocjena. Ono što je problematično (iako se radi o malom efektu) jest nalaz da oni koji su pod većim stresom oko ispitivanja i ocjena, ostvaruju bolji školski uspjeh.
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