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Title:Vloga pozitivnih in negativnih vidikov psihičnega blagostanja v odnosu med čuječnostjo in akademskim odlašanjem
Authors:ID Kozinc, Nina (Author)
ID Zager Kocjan, Gaja (Mentor) More about this mentor... New window
Files:.pdf MAG_Kozinc_Nina_2020.pdf (1,35 MB)
MD5: 820190AC00DCF73AA25A49DE35680A52
PID: 20.500.12556/dkum/087b7695-e86f-4e88-8ad0-43c5a1bebafb
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Magistrsko nalogo smo osnovali z namenom boljšega razumevanja narave odnosa med čuječnostjo in akademskim odlašanjem ter vloge subjektivnega blagostanja, stresa, depresivnosti in anksioznosti v tem odnosu. Akademsko odlašanje je opredeljeno kot tendenca učenca oz. študenta po nepotrebnem odlašanju s študijem povezanih dejavnosti. Cilj magistrskega dela je bil raziskati, ali čuječnost, opredeljena kot usmerjanje pozornosti na poseben način, z namenom, v sedanjem trenutku in brez obsojanja, napoveduje nižje akademsko odlašanje in ali imajo boljše subjektivno blagostanje ter nižja anksioznost, depresivnost in stres mediacijsko vlogo v tem odnosu. Vzorec je zajemal 278 udeležencev (212 študentk in 66 študentov) različnih študijskih smeri, starih med 19 in 44 let. Podatke smo zbirali s pomočjo spletne ankete, ki je zajemala demografska vprašanja in Lestvico akademske prokrastinacije (SI), Kentuckyjski vprašalnik čuječnostnih spretnosti (KIMS), Vprašalnik depresivnosti, anksioznosti in stresa (DASS), Lestvico zadovoljstva z življenjem (SWLS) in Lestvico pozitivnih in negativnih izkušenj (SPANE). Pridobljene podatke smo statistično obdelali s programom SPSS in SPSS priključkom Makro. Rezultati naše raziskave so pokazali, da se čuječnost pozitivno povezuje s subjektivnim blagostanjem in negativno s stresom, depresivnostjo in anksioznostjo. Subjektivno blagostanje se negativno povezuje z akademskim odlašanjem, medtem ko med stresom, anksioznostjo in depresivnostjo ter akademskim odlašanjem obstaja negativna korelacija. Pravilno smo predpostavljali, da čuječnost negativno napoveduje akademsko odlašanje. Z mediatorskimi analizami smo potrdili tudi hipotezo, ki je predpostavljala, da ima subjektivno blagostanje delno mediacijsko vlogo v odnosu med čuječnostjo in akademskim odlašanjem, tako da čuječnost pozitivno napoveduje subjektivno blagostanje, ki dalje negativno napoveduje akademsko odlašanje. Nismo pa potrdili hipotez, ki so predpostavljale, da imajo stres, anksioznost in depresivnost mediacijsko vlogo v odnosu med čuječnostjo in akademskim odlašanjem. Subjektivno blagostanje bi torej lahko bil pomemben mehanizem v odnosu med čuječnostjo in akademskim odlašanjem, vendar bi bilo treba zaradi razmeroma šibkih korelacij ta odnos še bolj poglobljeno raziskati. V praktičnem smislu nam lahko magistrska naloga nudi osnovo za oblikovanje v razvoj čuječnosti usmerjenih intervencij.
Keywords:akademsko odlašanje, čuječnost, subjektivno blagostanje, stres, anksioznost, depresivnost
Place of publishing:Maribor
Publisher:[N. Kozinc]
Year of publishing:2020
PID:20.500.12556/DKUM-78045 New window
UDC:159.944.4:613.86-057.875(043.2)
COBISS.SI-ID:38295299 New window
NUK URN:URN:SI:UM:DK:9LJJZDAE
Publication date in DKUM:20.11.2020
Views:1610
Downloads:274
Metadata:XML DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:11.10.2020

Secondary language

Language:English
Title:The role of well-being in a relationship between mindfulness and acaemic procrastination
Abstract:This master's thesis investigates the relationship between mindfulness and academic procrastination, and the role of psychological well-being, stress, depression and anxiety in this relationship. Academic procrastination is defined as a student’s tendency prevailed to postpone the academic activities. The aim of the master's thesis was to investigate whether mindfulness, defined as directing attention in a particular way, on purpose, in the present moment and nonjudgmentally, predicts lower academic delay. More specifically, we are attempting to understand whether better subjective well-being and lower anxiety, depression and stress have a mediating role in this relationship. A total of 278 university students (212 female students and 66 male students), aged between 19 and 44, were recruited for this study. Data were collected through an online survey, covering demographic questions, using selected measurement instruments; Academic Procrastination Scale (SI), Kentucky Mindfulness Skills Questionnaire (KIMS), Depression, Anxiety, and Stress Questionnaire (DASS), Life Satisfaction Scale (SWLS), and Positive and Negative Experience Scale (SPANE). The collected data was statistically analysed in SPSS and SPSS Macro. The results of this study suggest that mindfulness is positively associated with subjective well-being and negatively with stress, depression, and anxiety. Subjective well-being is negatively associated with academic procrastination, while there is a negative correlation between stress, anxiety and depression, and academic procrastination. The assumption that mindfulness negatively predicted academic procrastination was confirmed. Mediation analysis has also confirmed the hypothesis of subjective well-being playing a partial mediating role in the relationship between mindfulness and academic procrastination. Mindfulness positively predicts subjective well-being, which further negatively predicts academic procrastination. However, hypotheses that assumed that stress, anxiety, and depression play a mediating role in the relationship between mindfulness and academic procrastination, have not been confirmed. Subjective well-being could therefore be an important mechanism in the relationship between mindfulness and academic procrastination, but due to relatively weak correlations, this relationship should be further explored. In practical terms, this master's thesis provides us a basis for designing mindfulness-oriented interventions.
Keywords:academic procrastination, mindfulness, subjective well-being, stress, anxiety, depression


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