Varijable ličnosti i školski uspjeh

Radić, Ivana. (2009). Varijable ličnosti i školski uspjeh. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Ivanec, Dragutin].

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Abstract

The aim of this study was to examine the relationship between different personality variables and academic success, measured by the average grade child had at the end of the previous school year. Chosen variables were personality variables in the wider sense, mostly based on the cognitive approach: self-esteem, achievement motive, generalized self-efficacy, perceived incompetence, perseverance, external locus of control. The study also included delay of gratification variable as a measure of impulsivity and self-regulation. The variable was operationalized through participant’s single choice between a smaller and immediate reward and a larger, but delayed reward. It was examined if there was a difference in the personality variables between participants who made different choices. Participants were 116 students (57 girls and 59 boys) in the 6th, 7th and 8th grade of elementary school Petra Kružica in Klis. The questionnaires were administered during the regular school classes and, upon finishing, each student, one by one, left the classroom and participated in the examination of delay of gratification individually. There were no significant differences between the group of children who chose smaller, immediate reward and the group of children who chose larger, delayed reward in considered variables. Results also showed medium high coefficients of correlation between perceived incompetence, external locus of control, self-esteem and achievement motive, and academic success. The set of predictor variables explained 26% of the variability of the criterion variable of academic success. Significant was only the regression coefficient for perceived incompetence variable.

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