OPŠTA SAMOEFIKASNOST KAO MODERATOR RELACIJA IZMEĐU ISPITNE ANKSIOZNOSTI, SUOČAVANJA I ISHODA STRESNE TRANSAKCIJE
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Teorijsku bazu aktuelnog empirijskog istraživanja predstavlja u ovoj studiji revidirana verzija modela Tejlora i Aspinvala (The Taylor and Aspinwall Model, 1996), koji podrazumeva sveobuhvatan i savremen konceptualni okvir za razumevanje komponenti generičkog pojma stresa i njihovih međusobnih relacija. Ovde validirani model obuhvata četiri grupe promenljivih: a) stresor (ispitna anksioznost), b) suočavanje sa stresom (tri kategorije: suočavanje usmereno na zadatak, suočavanje usmereno na emocije i izbegavanje), c) stabilna karakteristika ličnosti (opšta samoefikasnost, kao internalni resurs za suočavanje sa stresom) i d) izlazne varijable stres-procesa (uspeh postignut na kolokvijumu i emocionalno stanje studenata neposredno nakon ispitne situacije). Relevatni podaci su prikupljeni sledećim mernim instrumentima: upitnik za procenu ispitne anksioznosti (TAI), inventar za registrovanje načina suočavanja sa kognitivnim zadacima (CITS), skala opšte samoefikasnosti (GSE) i upitnik za procenu pozitivnog i negativnog afektiviteta (SIAB-PANAS). Za obradu prikupljenih podataka primenjen je statistički postupak moderirane medijacione analize. U radu su detaljno prikazani i prodiskutovani specifični uslovi, pod kojima određeni nivo razvijenosti ispitivane moderator varijable (opšta samoefikasnost) značajno menja sledeće relacije: a) ispitna anksioznost – izbor strategija za suočavanje, b) primenjeni mehanizmi prevladavanja – ishodi ispitivane stresne transakcije i c) direktna veza između stresora i izlaznih varijabli.
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Genc, A. (2017). OPŠTA SAMOEFIKASNOST KAO MODERATOR RELACIJA IZMEĐU ISPITNE ANKSIOZNOSTI, SUOČAVANJA I ISHODA STRESNE TRANSAKCIJE. Годишњак Филозофског факултета у Новом Саду, 41(2), 323–347. преузето од https://godisnjak.ff.uns.ac.rs/index.php/gff/article/view/1887
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Психологија
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Ader, E., & Erktin, E. (2010). Coping as self-regulation of anxiety: A model for math achievement in high-stakes test. Cognition, Brain, Behavior. An Interdisciplinary Journal, 14(4), 311-332.
Barry, C. L., & Finnely, S. J. (2009). Can we feel confident in how we measure college confidence? A psychometric investigation of the college self-efficacy inventory. Measurement and Evaluation in Counseling and Development, 42(3), 197-222.
Carpenter, B. N., & Scott, S. M. (1992). Interpersonal aspects of coping. In B. N. Carpenter (Ed.), Personal coping: Theory, research, and application. Westport: Praeger Publishers.
Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274.
Colodro, H., Godoy-Izquierdo, D., & Godoy, J. (2010). Coping self-efficacy in a community-based sample of women and men from the United Kingdom: The impact of sex and health status. Behavioral Medicine, 36:12, 12-23.
Fajgelj, S. (2004). Metode istraživanja ponašanja. Beograd: Centar za primenjenu psihologiju.
Folkman, S. (2008). The case for positive emotions in the stress process. Anxiety, Stress, and Coping, 21(1), 3-14.
Genc, A. (2014). Relacije između stres-procesa i ispitne anksioznosti – distorzije u sećanjima na emocije iz prošlih stresnih transakcija. Doktorska disertacija.
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis – A regression-based approach. New York, London: The Guilford Press.
Herringtin, A. N, Matheny, K. B., Curlette, W. L., McCarthy, C. J., & Penick, J. (2005). Lifestyles, coping resources, and negative life events as predictors of emotional distress in university women. The Journal of Individual Psychology, 61(4), 343-364.
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Jovanović, V. (2010). Validacija kratke skale subjektivnog blagostanja. Primenjena Psihologija, 2, 175-190.
Jovanović, V., & Gavrilov-Jerković, V. (2013). Dimensionality and validity of the Serbian version of the Life Orientation Test-Revised in a sample of youths. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 14(3), 771-782.
Lindley, L. D., & Borgen, F. H. (2002). Generalized self-efficacy, Holland theme self-efficacy, and academic performance. Journal of Career Assessment, 10(3), 301-314.
Luszczynska, A., Gutiérezz-Dona, B., & Schwarzer R. (2005). General self-efficacy in various domains of human functioning: Evidence from five countries, International Journal of Psychology, 40 (2), 80-89.
Luszczynska, A, Scholz, U., & Swarzer, R. (2005). The general self-efficacy scale: Multicultural validation studies. The Journal of Psychology, 139(5), 439–457.
Maddux, J. E. (2005). Self-efficacy: The power of believing you can. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of positive psychology. New York: Oxford University Press.
Marszalek, J. M. (2009). Validation of a TAI Short Form with an adolescent sample. Journal of General Psychology, 136(4), 333-349.
Martin, A. J., Marsch, H., & Debus, R. L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93, 87-102.
Masthoff, E. D., Trompenaars, F. J., Van Heck, G. L., Michielsen, H. J., Hodiamont, P. P., & De Vries, J. (2007). Predictors of quality of life: A model based study. Quality of Life Research, 16, 309–320.
Matthews, G., Hillyard, E. J., & Campbell, S. E. (1999). Metacognition and maladaptive coping as components of test anxiety. Clinical Psychology and Psychotherapy, 6, 111-125.
Matthews, G., Emo, A. K., Funke, G., Zeidner, M., Roberts, R. D., Costa, P. T., & Schilze, R. (2006). Emotional intelligence, personality, and task-induced stress. Journal of Experimental Psychology: Applied, 12(2), 96-107.
Michielsen, H. J., Croon, M. A., Willemsen, T. M., De Vries, J., & Van Heck, G. L. (2007). Which constructs can predict emotional exhaustion in a working population? A study into its determinants. Stress and Health, 23, 121–130.
Mihić, Lj., Novović, Z., Čolović, P., & Smederevac, S. (2014). Serbian adaptation of the Positive and Negative Affect Schedule (PANAS): It's facets and second-order structure. Psihologija, 47(4), 393-414.
Onwuegbuzie, A. J. (2003). Modeling statistics achievement among graduate students. Educational and Psychological Measurement, 63(6), 1020-1038.
Quinn, H. L., Engley, E., & Knight. C. B. (1991). The effects of trait anxiety on state anxiety and perception of test difficulty for undergraduates administered high and low difficulty tests. Journal of Instructional Psychology, 18(1), 65-68.
Silver, B. B. Smith, E, V, & Greene, B A. (2001). A Study strategies self-efficacy instrument for use with community college students. Educational and psychological measurement, 61(5), 849-865.
Trouillet, R., Gana, K., Lourel, M., & Fort, I. (2009). Predictive value of age for coping: The role of self-efficacy, social support satisfaction and perceived stress. Aging and Mental Health, 13(3), 357-366.
Verhaeren, T. (2012). Is a strong sense of self-efficacy always beneficial? Bulletin of the Transilvania University of Brasov, 5(54), 193-200.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Developement and validation of brief measure of Positive and Negative Affect: the PANAS scales. Journal of Personality and Social Psychology, 54, 1063-1070.
Williams, J. E. (1994). Anxiety measurement: Construct validity and test performance. Measurement and Evaluation in Counseling and Development, 302-307.
Whitaker Sena, J. D., Lowe, P. A., & Lee, S. W. (2007). Significant predictors of test anxiety among students with and without learning disabilities. Journal of Learning Disabilities, 40(4), 360-376.
Barry, C. L., & Finnely, S. J. (2009). Can we feel confident in how we measure college confidence? A psychometric investigation of the college self-efficacy inventory. Measurement and Evaluation in Counseling and Development, 42(3), 197-222.
Carpenter, B. N., & Scott, S. M. (1992). Interpersonal aspects of coping. In B. N. Carpenter (Ed.), Personal coping: Theory, research, and application. Westport: Praeger Publishers.
Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274.
Colodro, H., Godoy-Izquierdo, D., & Godoy, J. (2010). Coping self-efficacy in a community-based sample of women and men from the United Kingdom: The impact of sex and health status. Behavioral Medicine, 36:12, 12-23.
Fajgelj, S. (2004). Metode istraživanja ponašanja. Beograd: Centar za primenjenu psihologiju.
Folkman, S. (2008). The case for positive emotions in the stress process. Anxiety, Stress, and Coping, 21(1), 3-14.
Genc, A. (2014). Relacije između stres-procesa i ispitne anksioznosti – distorzije u sećanjima na emocije iz prošlih stresnih transakcija. Doktorska disertacija.
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis – A regression-based approach. New York, London: The Guilford Press.
Herringtin, A. N, Matheny, K. B., Curlette, W. L., McCarthy, C. J., & Penick, J. (2005). Lifestyles, coping resources, and negative life events as predictors of emotional distress in university women. The Journal of Individual Psychology, 61(4), 343-364.
Juretić, J. (2008). Socijalna i ispitna anksioznost te percepcija samoefikasnosti kao prediktori ishoda ispitna situacije. Psihologijske teme, 17, 15-36.
Jovanović, V. (2010). Validacija kratke skale subjektivnog blagostanja. Primenjena Psihologija, 2, 175-190.
Jovanović, V., & Gavrilov-Jerković, V. (2013). Dimensionality and validity of the Serbian version of the Life Orientation Test-Revised in a sample of youths. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 14(3), 771-782.
Lindley, L. D., & Borgen, F. H. (2002). Generalized self-efficacy, Holland theme self-efficacy, and academic performance. Journal of Career Assessment, 10(3), 301-314.
Luszczynska, A., Gutiérezz-Dona, B., & Schwarzer R. (2005). General self-efficacy in various domains of human functioning: Evidence from five countries, International Journal of Psychology, 40 (2), 80-89.
Luszczynska, A, Scholz, U., & Swarzer, R. (2005). The general self-efficacy scale: Multicultural validation studies. The Journal of Psychology, 139(5), 439–457.
Maddux, J. E. (2005). Self-efficacy: The power of believing you can. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of positive psychology. New York: Oxford University Press.
Marszalek, J. M. (2009). Validation of a TAI Short Form with an adolescent sample. Journal of General Psychology, 136(4), 333-349.
Martin, A. J., Marsch, H., & Debus, R. L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93, 87-102.
Masthoff, E. D., Trompenaars, F. J., Van Heck, G. L., Michielsen, H. J., Hodiamont, P. P., & De Vries, J. (2007). Predictors of quality of life: A model based study. Quality of Life Research, 16, 309–320.
Matthews, G., Hillyard, E. J., & Campbell, S. E. (1999). Metacognition and maladaptive coping as components of test anxiety. Clinical Psychology and Psychotherapy, 6, 111-125.
Matthews, G., Emo, A. K., Funke, G., Zeidner, M., Roberts, R. D., Costa, P. T., & Schilze, R. (2006). Emotional intelligence, personality, and task-induced stress. Journal of Experimental Psychology: Applied, 12(2), 96-107.
Michielsen, H. J., Croon, M. A., Willemsen, T. M., De Vries, J., & Van Heck, G. L. (2007). Which constructs can predict emotional exhaustion in a working population? A study into its determinants. Stress and Health, 23, 121–130.
Mihić, Lj., Novović, Z., Čolović, P., & Smederevac, S. (2014). Serbian adaptation of the Positive and Negative Affect Schedule (PANAS): It's facets and second-order structure. Psihologija, 47(4), 393-414.
Onwuegbuzie, A. J. (2003). Modeling statistics achievement among graduate students. Educational and Psychological Measurement, 63(6), 1020-1038.
Quinn, H. L., Engley, E., & Knight. C. B. (1991). The effects of trait anxiety on state anxiety and perception of test difficulty for undergraduates administered high and low difficulty tests. Journal of Instructional Psychology, 18(1), 65-68.
Silver, B. B. Smith, E, V, & Greene, B A. (2001). A Study strategies self-efficacy instrument for use with community college students. Educational and psychological measurement, 61(5), 849-865.
Trouillet, R., Gana, K., Lourel, M., & Fort, I. (2009). Predictive value of age for coping: The role of self-efficacy, social support satisfaction and perceived stress. Aging and Mental Health, 13(3), 357-366.
Verhaeren, T. (2012). Is a strong sense of self-efficacy always beneficial? Bulletin of the Transilvania University of Brasov, 5(54), 193-200.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Developement and validation of brief measure of Positive and Negative Affect: the PANAS scales. Journal of Personality and Social Psychology, 54, 1063-1070.
Williams, J. E. (1994). Anxiety measurement: Construct validity and test performance. Measurement and Evaluation in Counseling and Development, 302-307.
Whitaker Sena, J. D., Lowe, P. A., & Lee, S. W. (2007). Significant predictors of test anxiety among students with and without learning disabilities. Journal of Learning Disabilities, 40(4), 360-376.