| Abstract | Ovo je transverzalno korelacijsko istraživanje imalo za cilj istražiti a) razine depresivnosti, anksioznosti i stresa kod i između studenata petogodišnjega sveučilišnoga učiteljskog studija (1. – 5.), kao i kako su b) njihove razine povezane s teorijskim i empirijski relevantnim skupom pokazatelja blagostanja (nada, zadovoljstvo životom, dob i izbor učiteljskoga studija). Akademski život može biti izazovan i stresan, ali budući učitelji mogu u isto vrijeme pokazivati i razvijati karakterne vrline, uključujući snagu nade, kao pozitivna očekivanja od budućnosti, uključujući optimizam i fokusiranje na kreativna rješenja i dobre stvari koje dolaze, stoga se prilagođavajući ovim tekućim izazovima. Istraživanje je obuhvatilo 204 studenta sveučilišnoga učiteljskog studija u dobi od 19 do 31 godine iz jednoga grada u Republici Hrvatskoj. Instrumenti korišteni u ovom istraživanju uključivali su s jedne strane samoprocjene depresivnosti, anksioznosti i stresa, a s druge strane samoprocjene nade, zadovoljstva životom, dobi i odabira učiteljskoga studija. Značajna kanonička korelacija ova dva skupa varijabli iznosila je .70, objašnjavajući 49% zajedničke varijance. Izračunate korelacije, razlike prosječnih vrijednosti po dobi i rezultati kanoničke korelacije ukazuju na bliske odnose izmjerenih konstrukata. Ti su konstrukti informativni za strukture ličnosti i njihove procese u razvijajućim učiteljima/icama. Rezultati ovoga istraživanja nude znanje o karakteru učitelja/ica i njihovim vrlinama i snagama te se o njima raspravlja unutar obrazovnoga konteksta. |
| Abstract (english) | This transversal correlational study aimed to explore a) the depression, anxiety, and stress levels in students throughout their university teacher study years (1. – 5.), as well as how b) their levels are related to the theoretically and empirically relevant set of indicators of well-being (hope, life satisfaction, age, and teacher study choice). Academic life may be challenging and stressful, yet future teachers may at the same time display and develop buffering character virtues, including the strength of hope, as positive expectations about the future, involving optimism and focusing on creative solutions and good things to come, and therefore adapting to these ongoing challenges. Once current levels of DASS are described and juxtaposed to a set of indicators of well-being, these on-time informed students may be given means to build strengths and more skillfully serve as positive models for the primary school students that they (will) teach. The study included 204 students of university teacher studies aged 19 to 31, from one city in the Republic of Croatia. The instruments used in this study included on one side self-assessments of depression, anxiety, and stress, and on the other hope, life satisfaction, maturity, and teacher study choice. The significant canonical correlation of these two variate sets was at .70, explaining 49% of the variance. Within the study context, the correlation, mean-differences, and canonical correlation results point to close relationships of the measured constructs, as both informative of personality structures, and their processes in our developing, future teachers. The results of this study add to the current lacking knowledge on teacher character and its virtues and strengths and are discussed within the educational context. |
