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Samopoštovanje adolescenata sa teškoćama u emocionalnom i socijalnom razvoju

Misperception of alcohol and illicit drug use in peers as a risk factor

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2019
Untitled47.pdf (671.0Kb)
Authors
Popović-Ćitić, Branislava
Bukvić, Lidija
Dukanac, Vesna
Contributors
Vuković Mile

Žunić Pavlović Vesna
Grbović Aleksandra
Radovanović Vesna
Conference object (Published version)
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Abstract
Samoregulacija predstavlja sposobnost upravljanja ponašanjem u procesu ostvarivanja ciljeva u okolnostima koje se vremenom menjaju. Imajući u vidu da prilagođavanje na uslove realizacije cilja zavisi od prethodnog iskustva, samo regulacija je cikličan proces koji bitno određuje karakteristike emocionalnog ra zvoja. Cilj istraživanja je utvrđivanje odnosa između veština samoregulacije i za dovoljstva akademskom podrškom kod studenata sa invaliditetom. Uzorkom su obuhvaćena 84 studenta sa invaliditetom (oštećenjem vida, oštećenjem sluha, motoričkim poremećajem, hroničnim oboljenjem i specifičnim teškoćama uče nja). U istraživanju je korišćen Upitnik zadovoljstva studenata sa invaliditetom akademskom podrškom i Upitnik za procenu samoregulacije. U obradi dobije nih podataka korišćena je deskriptivna statistika i analiza varijanse. Praćenjem postignuća na subskalama Upitnika za procenu samoregulacije zaključeno je da studentima sa invaliditetom najveći problem predstavlja pla...niranje (AS = 27,98; Min = 19; Max = 37), a najmanje teškoća se javlja kod procene sprovođenja plana (AS = 32,69; Min = 19; Max = 42). Studenti koji pozitivnije procenjuju ve štine samoregulacije zadovoljniji su akademskom podrškom na univerzitetu (p = 0,008). Posmatrano po domenima, studenti koji se suočavaju sa manje teškoća u veštinama traženja opcija (p = 0,005), aktivnostima planiranja (p = 0,035) i implementacije plana (p = 0,023) pozitivnije procenjuju kvalitet akademske po drške dobijene na univerzitetu. Sistematizacija podataka o odnosu između ve ština samoregulacije i zadovoljstva akademskom podrškom može da doprinese unapređenju položaja studenata sa invaliditetom na univerzitetu. Kako im naj veći problem predstavlja planiranje, a najmanji sprovođenje plana, moglo bi se zaključiti da im manjak planova i olakšava njihovu realizacij

Self-regulation is the ability to manage behavior in the process of achieving goals in circumstances that change over time. The adaptation to the conditions of realizing a goal depends on previous experience; hence self-regulation is a cyclical process which significantly determines the characteristics of emotional development. The aim of this research was to determine the relationship between self-regulation skills and satisfaction with academic support in students with disability. The sample included 84 students with disability (visual impairment, hearing impairment, motor disorder, chronic illness and specific learning disability). The Questionnaire on students with disability satisfaction with academic support and the Questionnaire for assessing self-regulation were used in this research. Descriptive statistics and Variance analysis were used in the analysis of the obtained data. By monitoring the achievements on the questionnaire for assessing self-regulation s...ubscales, it was determined that planning represented the biggest problem for students with disability (M = 27.98; Min = 19; Маx = 37), while they had the least problems with the assessment of plan implementation (M = 32.69; Min = 19; Маx = 42). Students who assessed self-regulation skills more positively were more satisfied with academic support at the University in Serbia (р = 0.008). With regard to specific domains, students who faced fewer difficulties in looking for options (р = 0.005), planning (p = 0.035), and plan implementation (p = 0.023) assessed the quality of academic support at the University more positively. Systematization of data on the relation between self-regulation skills and satisfaction with academic support can contribute to the improvement of the position of students with disabilities at university. With planning being their biggest, and plan implementation their least problem, it can be concluded that the lack of plans makes their implementation easier

Keywords:
samoregulacija / zadovoljstvo akademskom podrškom / studenti sa invaliditetom / self-regulation / satisfaction with academic support / students with disability
Source:
Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,, 2019, 383-389
Publisher:
  • Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Funding / projects:
  • Designig a protocol for Assessing the Educational potentials of Children with Disabilities as a Criterion for Development of Individual Educational Programs (RS-179025)

ISBN: 978-86-6203-129-7

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_rfasper_3118
URI
http://rfasper.fasper.bg.ac.rs/handle/123456789/3118
Collections
  • Radovi istraživača / Researcher's publications
Institution/Community
rFASPER
TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Bukvić, Lidija
AU  - Dukanac, Vesna
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3118
AB  - Samoregulacija predstavlja sposobnost upravljanja ponašanjem u procesu 
ostvarivanja ciljeva u okolnostima koje se vremenom menjaju. Imajući u vidu da 
prilagođavanje na uslove realizacije cilja zavisi od prethodnog iskustva, samo regulacija je cikličan proces koji bitno određuje karakteristike emocionalnog ra zvoja. Cilj istraživanja je utvrđivanje odnosa između veština samoregulacije i za dovoljstva akademskom podrškom kod studenata sa invaliditetom. Uzorkom su 
obuhvaćena 84 studenta sa invaliditetom (oštećenjem vida, oštećenjem sluha, 
motoričkim poremećajem, hroničnim oboljenjem i specifičnim teškoćama uče nja). U istraživanju je korišćen Upitnik zadovoljstva studenata sa invaliditetom 
akademskom podrškom i Upitnik za procenu samoregulacije. U obradi dobije nih podataka korišćena je deskriptivna statistika i analiza varijanse. Praćenjem 
postignuća na subskalama Upitnika za procenu samoregulacije zaključeno je da 
studentima sa invaliditetom najveći problem predstavlja planiranje (AS = 27,98; 
Min = 19; Max = 37), a najmanje teškoća se javlja kod procene sprovođenja 
plana (AS = 32,69; Min = 19; Max = 42). Studenti koji pozitivnije procenjuju ve štine samoregulacije zadovoljniji su akademskom podrškom na univerzitetu (p = 
0,008). Posmatrano po domenima, studenti koji se suočavaju sa manje teškoća 
u veštinama traženja opcija (p = 0,005), aktivnostima planiranja (p = 0,035) i 
implementacije plana (p = 0,023) pozitivnije procenjuju kvalitet akademske po drške dobijene na univerzitetu. Sistematizacija podataka o odnosu između ve ština samoregulacije i zadovoljstva akademskom podrškom može da doprinese 
unapređenju položaja studenata sa invaliditetom na univerzitetu. Kako im naj veći problem predstavlja planiranje, a najmanji sprovođenje plana, moglo bi se 
zaključiti da im manjak planova i olakšava njihovu realizacij
AB  - Self-regulation is the ability to manage behavior in the process of achieving goals in 
circumstances that change over time. The adaptation to the conditions of realizing a goal 
depends on previous experience; hence self-regulation is a cyclical process which significantly 
determines the characteristics of emotional development. The aim of this research was to 
determine the relationship between self-regulation skills and satisfaction with academic 
support in students with disability. The sample included 84 students with disability (visual 
impairment, hearing impairment, motor disorder, chronic illness and specific learning 
disability). The Questionnaire on students with disability satisfaction with academic support 
and the Questionnaire for assessing self-regulation were used in this research. Descriptive 
statistics and Variance analysis were used in the analysis of the obtained data. By monitoring 
the achievements on the questionnaire for assessing self-regulation subscales, it was 
determined that planning represented the biggest problem for students with disability (M = 
27.98; Min = 19; Маx = 37), while they had the least problems with the assessment of plan 
implementation (M = 32.69; Min = 19; Маx = 42). Students who assessed self-regulation skills 
more positively were more satisfied with academic support at the University in Serbia (р = 
0.008). With regard to specific domains, students who faced fewer difficulties in looking for 
options (р = 0.005), planning (p = 0.035), and plan implementation (p = 0.023) assessed the 
quality of academic support at the University more positively. Systematization of data on the 
relation between self-regulation skills and satisfaction with academic support can contribute 
to the improvement of the position of students with disabilities at university. With planning 
being their biggest, and plan implementation their least problem, it can be concluded that 
the lack of plans makes their implementation easier
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,
T1  - Samopoštovanje adolescenata sa teškoćama u emocionalnom i socijalnom razvoju
T1  - Misperception of alcohol and illicit drug use in
peers as a risk factor
EP  - 389
SP  - 383
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3118
ER  - 
@conference{
author = "Popović-Ćitić, Branislava and Bukvić, Lidija and Dukanac, Vesna",
year = "2019",
abstract = "Samoregulacija predstavlja sposobnost upravljanja ponašanjem u procesu 
ostvarivanja ciljeva u okolnostima koje se vremenom menjaju. Imajući u vidu da 
prilagođavanje na uslove realizacije cilja zavisi od prethodnog iskustva, samo regulacija je cikličan proces koji bitno određuje karakteristike emocionalnog ra zvoja. Cilj istraživanja je utvrđivanje odnosa između veština samoregulacije i za dovoljstva akademskom podrškom kod studenata sa invaliditetom. Uzorkom su 
obuhvaćena 84 studenta sa invaliditetom (oštećenjem vida, oštećenjem sluha, 
motoričkim poremećajem, hroničnim oboljenjem i specifičnim teškoćama uče nja). U istraživanju je korišćen Upitnik zadovoljstva studenata sa invaliditetom 
akademskom podrškom i Upitnik za procenu samoregulacije. U obradi dobije nih podataka korišćena je deskriptivna statistika i analiza varijanse. Praćenjem 
postignuća na subskalama Upitnika za procenu samoregulacije zaključeno je da 
studentima sa invaliditetom najveći problem predstavlja planiranje (AS = 27,98; 
Min = 19; Max = 37), a najmanje teškoća se javlja kod procene sprovođenja 
plana (AS = 32,69; Min = 19; Max = 42). Studenti koji pozitivnije procenjuju ve štine samoregulacije zadovoljniji su akademskom podrškom na univerzitetu (p = 
0,008). Posmatrano po domenima, studenti koji se suočavaju sa manje teškoća 
u veštinama traženja opcija (p = 0,005), aktivnostima planiranja (p = 0,035) i 
implementacije plana (p = 0,023) pozitivnije procenjuju kvalitet akademske po drške dobijene na univerzitetu. Sistematizacija podataka o odnosu između ve ština samoregulacije i zadovoljstva akademskom podrškom može da doprinese 
unapređenju položaja studenata sa invaliditetom na univerzitetu. Kako im naj veći problem predstavlja planiranje, a najmanji sprovođenje plana, moglo bi se 
zaključiti da im manjak planova i olakšava njihovu realizacij, Self-regulation is the ability to manage behavior in the process of achieving goals in 
circumstances that change over time. The adaptation to the conditions of realizing a goal 
depends on previous experience; hence self-regulation is a cyclical process which significantly 
determines the characteristics of emotional development. The aim of this research was to 
determine the relationship between self-regulation skills and satisfaction with academic 
support in students with disability. The sample included 84 students with disability (visual 
impairment, hearing impairment, motor disorder, chronic illness and specific learning 
disability). The Questionnaire on students with disability satisfaction with academic support 
and the Questionnaire for assessing self-regulation were used in this research. Descriptive 
statistics and Variance analysis were used in the analysis of the obtained data. By monitoring 
the achievements on the questionnaire for assessing self-regulation subscales, it was 
determined that planning represented the biggest problem for students with disability (M = 
27.98; Min = 19; Маx = 37), while they had the least problems with the assessment of plan 
implementation (M = 32.69; Min = 19; Маx = 42). Students who assessed self-regulation skills 
more positively were more satisfied with academic support at the University in Serbia (р = 
0.008). With regard to specific domains, students who faced fewer difficulties in looking for 
options (р = 0.005), planning (p = 0.035), and plan implementation (p = 0.023) assessed the 
quality of academic support at the University more positively. Systematization of data on the 
relation between self-regulation skills and satisfaction with academic support can contribute 
to the improvement of the position of students with disabilities at university. With planning 
being their biggest, and plan implementation their least problem, it can be concluded that 
the lack of plans makes their implementation easier",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,",
title = "Samopoštovanje adolescenata sa teškoćama u emocionalnom i socijalnom razvoju, Misperception of alcohol and illicit drug use in
peers as a risk factor",
pages = "389-383",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3118"
}
Popović-Ćitić, B., Bukvić, L.,& Dukanac, V.. (2019). Samopoštovanje adolescenata sa teškoćama u emocionalnom i socijalnom razvoju. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 383-389.
https://hdl.handle.net/21.15107/rcub_rfasper_3118
Popović-Ćitić B, Bukvić L, Dukanac V. Samopoštovanje adolescenata sa teškoćama u emocionalnom i socijalnom razvoju. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,. 2019;:383-389.
https://hdl.handle.net/21.15107/rcub_rfasper_3118 .
Popović-Ćitić, Branislava, Bukvić, Lidija, Dukanac, Vesna, "Samopoštovanje adolescenata sa teškoćama u emocionalnom i socijalnom razvoju" in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, (2019):383-389,
https://hdl.handle.net/21.15107/rcub_rfasper_3118 .

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