AUTOR(I): Miloš N. Stojadinović
E-ADRESA: milos.stojadinovic@filfak.ni.ac.rs
DOI: 10.18485/uzdanica.2020.17.2.15
SAŽETAK:
Poslednjih godina konstrukt istrajnosti privlači pažnju kako istraživača tako i praktičara iz oblasti razvojno i obrazovno psiholoških delatnosti. Istrajnost se pokazala kao važan nekognitivni prediktor akademskog postignuća, kao i postignuća u raznim drugim oblastima. Međutim, empirijski nalazi neretko bivaju nekonzistentni kada je veza istrajnosti i akademskog postignuća u pitanju. Ovo istraživanje za cilj je imalo sintezu empirijskih nalaza o povezanosti istrajnosti i akademskog postignuća. Dvadeset tri relevantne studije (N=16820) ispunile su kriterijume uključivanja u metaanalizu. Statistička analiza pod pretpostavkom modela varijabilnih efekata upućuje na to da postoji umerena povezanost istrajnosti i akademskog postignuća (r=.226 [CI: .138; .311], Z=4.958, p<.001).
KLJUČNE REČI:
istrajnost, akademsko postignuće, metaanaliza
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