Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/106441
Type of publication: bachelor thesis
Field of Science: Psichologija / Psychology (S006)
Author(s): Jonaitytė, Ieva
Supervisor: Jarašiūnaitė-Fedosejeva, Gabija
Title: Studentų patiriamo akademinio streso sąsaja su akademiniu saviveiksmingumu
Other Title: The relationship between academic stress and academic self-eficacy among students
Extent: 42 p.
Date: 17-Jun-2020
Keywords: Akademinis stresas;Academic stress;Stresas;Stress;Akademinis saviveiksmingumas;Academic self-efficacy
Abstract: Tyrimo tikslas – įvertinti sąsają tarp studentų patiriamo akademinio streso ir akademinio saviveiksmingumo. Tyrime dalyvavo 279 studentai (81 vaikinas ir 198 merginos), kurie tyrimo metu studijavo aukštojoje mokykloje. Tiriamųjų amžius svyravo nuo nuo 19 iki 50 metų (vid. 22,3 metai). Tyrimas – vykdyta anketinė apklausa. Siekiant nustatyti studentų patiriamą akademinį stresą buvo naudojamas Busari (2011) savižinos matavimo priemonė „Studentų akademinio streso skalė“ – klausimynas (angl. Student Academic Stress Scale, SASS). Akademiniam saviveiksmingumui išmatuoti naudotas Owen, Froman (1988) savižinos matavimo priemonė „Studentų akademinio saviveiksmingumo skalė“ – klausimynas (angl. College Academic Self - Efficacy Scale). Tyrimo metu nustatyta, kad merginų studenčių patiriamas bendras akademinis stresas nesiskiria palyginus su studentais vaikinais, tačiau studentės merginos patiria daugiau fiziologinio streso simptomų. Žemesnių ir aukštesnių kursų studentų patiriamas bendras akademinis stresas nesiskiria, tačiau žemesnių kursų studentams būdinga patirti daugiau fiziologinio streso simptomų. Akademinio saviveiksmingumas tarp lyčių nesiskiria. Tyrimas taip pat atskleidė, kad didėjant akademiniam stresui, mažėja akademinis saviveikmingumu.  
The aim of the study was to evaluate the relationship between students’ academic stress and academic self-efficacy. The study involved 279 students (81 boys and 198 girls) who studied in high school during the study. The age of the subjects ranged from 19 to 50 years (average 22,3 years). Research – a questionnaire survey was conducted. In order to determine the academic stress experienced by students, the questionnaire of Busari’s (2011) Student Academic Stress Scale (SASS) was used to measure self-esteem. To measure academic self-efficacy, Owen and Froman’s (1988) the College Academic Self-Efficacy Scale was used. The study found that the overall academic stress experienced by both female and male students is the same, however, female students experience more symptoms of physiological stress. The overall academic stress experienced by lower and upper year students does not differ, however, lower year students tend to experience more symptoms of physiological stress. Academic self-efficacy does not differ between the sexes. The study also revealed that as academic stress increases, academic self-efficacy decreases.
Internet: https://hdl.handle.net/20.500.12259/106441
Appears in Collections:2020 m. (SMF bak.)

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