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Načini prevladavanja akademskog stresa kod studenata Specijalne edukacije i rehabilitacije
Overcoming academic stress among special education and Rehabilitation students
dc.creator | Mijatović, Luka | |
dc.creator | Strižak, Nevena | |
dc.date.accessioned | 2024-01-10T12:49:55Z | |
dc.date.available | 2024-01-10T12:49:55Z | |
dc.date.issued | 2023 | |
dc.identifier.isbn | 978-86-6203-174-7 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/5347 | |
dc.description.abstract | Uvod: Akademski stres predstavlja rezultat različitih činilaca koji potiču iz akademske sredine – poput pritisaka neposrednog okruženja u pogledu akademskih očekivanja od studenta, stepena akademskog samopouzdanja i uverenja koja se tiču uspeha tokom studija i buduće karijere, kao i zahteva koji se nameću studentima kao izvora stresa. Optimalni nivoi akademskog stresa su očekivani i podsticajni. Međutim, produženo trajanje akademskog stresa, njegov povišen intenzitet praćen neadekvatnim resursima i strategijama prevladavanja, povezan je sa nizom negativnih ishoda na planu fizičkog i mentalnog zdravlja studenata. Cilj: Cilj ovog istraživanja je ispitivanje strategija prevladavanja kao prediktora akademskog stresa kod studenata. Metode: U istraživanju su učestvovala 233 studenta specijalne edukacije i rehabilitacije sa Univerziteta u Beogradu, prvenstveno ženskog pola (95%). Akademski stres je procenjen Skalom opaženog akademskog stresa, dok su podaci o strategijama prevladavanja stresa dobijeni putem inventara COPE. Rezultati: Testiran je regresioni model sa ukupnim skorom na Skali opaženog akademskog stresa kao kriterijumskom varijablom i 15 strategija prevladavanja stresa kao setom prediktora (aktivno prevladavanje, planiranje, suzbijanje konkurentskih aktivnosti, povlačenje, instrumentalna socijalna podrška, emocionalna socijalna podrška, ventiliranje osećanja, bihejvioralna distrakcija, mentalno povlačenje, pozitivna reinterpretacija i razvoj, poricanje, prihvatanje, okretanje religiji, humor, zloupotreba supstanci). U okviru ovog modela F (15, 217) = 3,832, p < .001, akademski stres značajno predviđaju strategije aktivno prevladavanje (β = -.255, p < .001), bihejvioralna distrakcija (β = .295, p < .001) i suzbijanje konkurentskih aktivnosti (β = .150, p < .05). Ovim setom prediktora objašnjava se 20% varijanse kriterijumske varijable. Zaključak: Rezultati potvrđuju negativnu povezanost aktivnog prevladavanja i akademskog stresa, i suprotno tome, ukazuju da bihejvioralna distrakcija pri susretu sa akademskim obavezama pojačava intenzitet stresa. Zanimljivo je zapažanje da rigidni obrazac rešavanja problema, kao što je nedopuštanje osobe da se bilo čime zaokupi dok ne reši problem, takođe pozitivno predviđa akademski stres. Osnaživanje studenata da razumeju i prepoznaju različite strategije prevladavanja akademskog stresa može doprineti prevenciji njegovih negativnih implikacija. | sr |
dc.description.abstract | Introduction: Academic stress is the result of various factors originating from the academic environment ‒ pressure concerning academic expectations, the degree of academic self-confidence and beliefs regarding success during studies and future career, as well as demands imposed on students as a source of stress. Optimal levels of academicstress are expected and encouraging. However, increased intensity of academic stress accompanied by inadequate resources and coping strategies is associated with a number of negative outcomes in terms of physical and mental health of students. Aim: The aim of this research is to examine coping strategies as predictors of academic stress in students. Methods: 233 students of special education and rehabilitation from the University of Belgrade, primarily female (95%), participated. Academic stress was assessed with the Perceived Academic Stress Scale, while data on coping strategies were obtained through the COPE inventory. Results: A regression model was tested, with the total score on the Perceived Academic Stress Scale as a criterion variable and 15 stress coping strategies as a set of predictors (active coping, planning, suppression of competing activities, restraint, instrumental social support, emotional social support, venting emotions, behavioral disengagement, mental disengagement, positive reinterpretation and growth, denial, acceptance, religious coping, humor, substance use). Within this model (F(15,217) = 3.832, p < .001), academic stress is significantly predicted by active coping (β = -.255, p < .001), behavioral disengagement (β = .295, p < . 001) and suppression of competing activities (β = .150, p < .05). This set of predictors explains 20% of the variance of the criterion variable. Conclusion: The results confirm the negative association between active coping and academic stress and indicate that withdrawal when meeting academic obligations increases the intensity of stress. An interesting observation is that a rigid problem-solving pattern, such as not allowing a person to preoccupy himself with anything until he solves a problem, also positively predicts academic stress. Empowering students to understand and recognize different strategies for overcoming academic stress can contribute to the prevention of its negative implications. | sr |
dc.language.iso | sr | sr |
dc.publisher | Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine | sr |
dc.subject | akademski stres | sr |
dc.subject | prevladavanje | sr |
dc.subject | studenti | sr |
dc.subject | specijalna edukacija i rehabilitacija | sr |
dc.subject | academic stress | sr |
dc.subject | coping, students | sr |
dc.subject | special education and rehabilitation | sr |
dc.title | Načini prevladavanja akademskog stresa kod studenata Specijalne edukacije i rehabilitacije | sr |
dc.title | Overcoming academic stress among special education and Rehabilitation students | sr |
dc.type | conferenceObject | sr |
dc.rights.license | BY-SA | sr |
dc.citation.epage | 419 | |
dc.citation.spage | 413 | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/10934/Untitled20.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_5347 | |
dc.type.version | publishedVersion | sr |