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ГОДИШЊАК ЗА ПСИХОЛОГИЈУ Pub Date : 2022-12-26 DOI:10.46630/gpsi.19.2022.03

Žana Živković Rančić, N. Milićević

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摘要

本研究的主要目的是检验家庭互动质量的维度是否在统计上显著地预测青少年的自我效能感和学业成功。该样本方便，由187名成年青少年(102名男孩和85名女孩)组成。采用家庭互动质量量表和儿童自我效能感问卷。多元回归分析结果表明，家庭互动质量是青少年社会自我效能感的显著预测因子，解释了该标准变量46%的方差(R2 = 0.46;F(5,181) = 30.33;P小于.001)，父亲接受度维度的β系数呈正方向(β = .48;P小于0.001)。以家庭互动维度作为情绪自我效能的预测因子的模型在统计上显著，并解释了该标准变量40%的方差(R2 = .40;F(5,181) = 23.70;P小于0.001)。父亲接受的维度显示出显著的预测能力(β= 0.45;P =.00)和母亲接受度(β = .28;P小于0.05)，两个维度都具有正方向的β系数。关于学业自我效能感，由家庭互动维度组成的模型在统计上显著，并解释了该变量51%的方差(R2 = 0.51;F(5,181) = 37.47;P小于0.001)，母亲接受度维度是唯一具有正方向的显著预测因子(β = 42;P小于0.001)。在预测学业成功方面，家庭互动维度模型具有统计学显著性(R2 = .25;F(5,181) = 12.09;P小于0.001)。父亲接受的维度显示了预测潜力(β = 0.43;P小于0.001)和母亲接受度(β = 0.44;P小于.001)，两个维度的β系数方向都为正。结果表明，父亲排斥维度是预测因子，但β系数呈负向(β = - 0.43;P小于0.001)。本研究的主要结论是父母接纳的经历对青少年的自我效能感和学业成绩有显著的促进作用。关键词:家庭关系，自我效能感，学业成功，青少年

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KVALITET PORODIČNIH INTERAKCIJA KAO PREDIKTOR SAMOEFIKASNOSTI I ŠKOLSKOG USPEHA ADOLESCENATA

The main goal of the research was to check whether the dimensions of the quality of family interactions are statistically significant predictors of adolescents’ self-efficacy and school success. The sample was convenient and consisted of 187 adult adolescents (102 boys and 85 girls). The Quality of Family Interactions Scale and Self-efficacy Questionnaire for Children were used.The results of the multiple regression analysis indicate that the quality of family interactions is a significant predictor of adolescents’ social self-efficacy, explaining 46% of the variance of this criterion variable (R2 = .46; F(5, 181) = 30.33; p ˂ .001), with the dimension of paternal acceptance showing statistical significance with a positive direction of the β coefficient (β = .48; p ˂ .001). The model in which dimensions of family interactions are predictors of emotional self- efficacy is statistically significant and explains 40% of the variance of this criterion variable (R2 = .40; F(5, 181) = 23.70; p ˂ .001). Significant predictive power is shown by the dimensions of paternal acceptance (β=.45; p=.00) and maternal acceptance (β = .28; p ˂ .05), both dimensions with a positive direction of the β coefficient. In relation to academic self-efficacy, the model made up of dimensions of family interactions is statistically significant and explains 51% of the variance of this variable (R2 = .51; F(5, 181) = 37.47; p ˂ .001), with the dimension of maternal acceptance being the only significant predictor with positive direction of the β coefficient (β = 42; p ˂ .001). When it comes to predicting school success, the family interaction dimensions model is statistically significant (R2 = .25; F(5, 181) = 12.09; p ˂ .001). Predictive potential is shown by the dimensions of paternal acceptance (β = .43; p ˂ .001) and maternal acceptance (β = .44; p ˂ .001), both dimensions with a positive direction of the β coefficient. The dimension of paternal rejection proved to be a significant predictor, but with a negative direction of the β coefficient (β = -.43; p ˂ .001). The main conclusion of the research is that the experience of parental acceptance significantly contributes to adolescents’ self-efficacy and school achievements. Keywords: family relationships, self-efficacy, school success, adolescence

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ГОДИШЊАК ЗА ПСИХОЛОГИЈУ

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