Different types of social and temporal comparisons in the course of study adaptation
DOI:
https://doi.org/10.15291/radovifpsp.2603Abstract
In this paper we wanted to define the connection between social and temporal comparisons with some indicators of positive and negative adaptation to study. Besides, we wanted to check the connection between social and temporal comparisons with some other variables which proved to be significant in the process of adaptation in the previous researches such as self-respect, self-efficiency, loneliness, and study burden. And finally, we were interested in whether the changes in the mentioned variables appear in the course of the first year of study. Two investigations were implemented on the example of the first year students in Zadar. The first in the second and the third week from the beginning of classes, and the second a month before the end of teaching in the same academic year. Significant connections of different types of social and temporal comparisons with indicators of positive, namely, negative adaptation have been defined, as well as with self-respect and general self-efficiency. We also found out that there were changes during the first year in consequences of such comparisons and they were more negative towards the end of schooling than at the beginning.References
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LACKOVIĆ-GRGIN, K., SORIĆ, I. (1997): Korelati prilagodbe studiju tijekom prve godine, Društvena istraživanja, 4-5, 461-475.
LAROSE, S., BOIVIN, M. (1998): Attachment to parents, social support expectations, and socioemotional adjustment during the high school- college transition, Journal of Research on Adolescence, 8, 1, 1-27.
MCCLANAHAN, G., HOLMBECK, G.N. (1992): Separation-individuation, family functioning, and psychological adjustment in college students: A construct validity study of the separation-individuation test of adolescence, Journal of Personality Assessment, 59, 3, 468-485.
MICHINOV, N. (2001): When downward comparison produces negative affect: The sense of control as a moderator, Social Behavior and Personality, 29 (5), 427-444.
OSWALT, R., FINKELBERG, S. (1995): College depression: Causes, duration, and coping, Psychological reports, 77, 858. PENEZIĆ, Z. (1999): Zadovoljstvo životom: Relacije sa životnom dobi i nekim osobnim značajkama, Magistarski rad, Filozofski fakultet u Zagrebu.
ROSENBERG, M., SCHOOLER, C., SCHOENBACH, C., ROSENBERG, F. (1995): Global self-esteem and specific self-esteem: Different concepts, different outcomes, American Sociological Review, 60, 141-156. RUSSELL, D. W. (1996): UCLA Loneliness Scale (Version 3): Reliability, validity nad factor structure, Journal of Personality Assessment, 66, 1, 20-40.
SCHWARZER, R„ BäSLER, J. KWIATEK, P„ SCHRÖDER, K., ZHANG, J.X. (1997): The assessment of optimistic self-beliefs: Comparison of the German, Spanish, and Chinese versions of the general self-efficacy scale, Applied Psychology: An International Review, 46, 1, 69-88.
SCHWARZER, R., BORN, A. (1997): Optimistic Self-Beliefs: Assessment of General Perceived Self-Efficacy in Thirteen cultures: World Psychology, 3, 1-2, 177-190.
THOMBS, D.L. (1995): Problem behavior and academic achievement among first-semestar college freshmen, Journal of College Student Development, 36, 3, 280-291.
WOOD, J.V. (1996): What is social comparison and how should we study it?, PSPB, 22, 5, 520-537.
BANDURA, A. (1997): Self-Efficacy: The Exercise of Control, New York, Freeman Publishing Company.
BEZINOVIĆ, P., POKRAJAC-BULIAN, A., SMOJVER-AŽIĆ, S., ŽIVČIĆ- BEĆIREVIĆ, I. (1998): Struktura i zastupljenost dominantnih psiholoških problema u studentskoj populaciji, Društvena istraživanja, Zagreb, 4-5, 525-541. BUI, K.V.T., PELHAM, B.W. (2000): Cognitive and affective reactions to social comparison, Journal of Social Behavior and Personality, 14, 4, 569-583.
ĆUBELA, V. (2001): Istraživanja procesa socijalnog uspoređivanja: Radovi Filozofskog fakulteta u Zadru, Razdio FPSP, 40(17), 117-142.
DACEY, J., KENNY, M. (1994): Adolescent development, Brown & Benchmark.
GIBBONS. F.X., BUUNK, B.P. (1999): Individual differences in social comparison: Development of a scale of social comparison orientation, Journal of Personality and Social Psychology, 76, 1, 129-142. HELGESON, V.S.,
MICKELSON, K.D. (1995): Motives for social comparison, PSPB, 21, 11, 1200-1209.
HOLAHAN, C.J., VALENTINER, D.P., MOOS, R.H. (1995): Parental support, coping strategies, and psychological adjustment: An integrative model with late adolescents, Journal of Youth and Adolescence, 24, 6, 633-648.
HOLMBECK, G.N., WANDREI, M.L. (1993): Individual and relational predictors of adjustment in first-year college students, Journal of Counseling Psychology, 40, 1, 73-78.
IVANOV, L. (2002): Skala opće samoefikasnosti, u: K. Lacković-Grgin, A. Proroković, V. ĆUBELA, Z. PENEZIĆ (ur.): Zbirka psihologijskih skala i upitnika, Filozofski fakultet u Zadru, Zadar, str. 6-7. JERUSALEM, M.,
SCHWARZER, R. (1992): Self-efficacy as a resource factor in stress appraisal processes, In: SCHWARZER, R. (Ed.): Self-efficacy: Thought control of action, Washington, Hemisphere, 195-212.
JERUSALEM, M„ MITTAG, W. (1995): Self-efficacy in stressful life transitions: In: A. Bandura (Ed.): Self-efficacy in changing societies, New York, Cambridge University Press, 177-201.
JERUSALEM, M. (1996): Stress, emotions and health in critical life transitions: In: Georgas, J., Manthouli, U., Besevegis, E., Kokkevi, A. (Ed.), Conterporary Psychology in Europe: Theory, Research, and Applications, Proceedings of the IV European Congress of Psychology. Gottingen
LACKOVIĆ-GRGIN, K., SORIĆ, I. (1995): Samopoštovanje i usamljenost studenata na početku studija: Radovi Filozofskog fakulteta u Zadru, Razdio FPSP, 33(10), 25-32.
LACKOVIĆ-GRGIN, K., SORIĆ, I. (1996): Prijelaz i prilagodba studenata na studij, Jednogodišnje praćenje, Radovi Filozofskog fakulteta u Zadru, Razdio FPSP, 34 (11), 53-65.
LACKOVIĆ-GRGIN, K., SORIĆ, I. (1997): Korelati prilagodbe studiju tijekom prve godine, Društvena istraživanja, 4-5, 461-475.
LAROSE, S., BOIVIN, M. (1998): Attachment to parents, social support expectations, and socioemotional adjustment during the high school- college transition, Journal of Research on Adolescence, 8, 1, 1-27.
MCCLANAHAN, G., HOLMBECK, G.N. (1992): Separation-individuation, family functioning, and psychological adjustment in college students: A construct validity study of the separation-individuation test of adolescence, Journal of Personality Assessment, 59, 3, 468-485.
MICHINOV, N. (2001): When downward comparison produces negative affect: The sense of control as a moderator, Social Behavior and Personality, 29 (5), 427-444.
OSWALT, R., FINKELBERG, S. (1995): College depression: Causes, duration, and coping, Psychological reports, 77, 858. PENEZIĆ, Z. (1999): Zadovoljstvo životom: Relacije sa životnom dobi i nekim osobnim značajkama, Magistarski rad, Filozofski fakultet u Zagrebu.
ROSENBERG, M., SCHOOLER, C., SCHOENBACH, C., ROSENBERG, F. (1995): Global self-esteem and specific self-esteem: Different concepts, different outcomes, American Sociological Review, 60, 141-156. RUSSELL, D. W. (1996): UCLA Loneliness Scale (Version 3): Reliability, validity nad factor structure, Journal of Personality Assessment, 66, 1, 20-40.
SCHWARZER, R„ BäSLER, J. KWIATEK, P„ SCHRÖDER, K., ZHANG, J.X. (1997): The assessment of optimistic self-beliefs: Comparison of the German, Spanish, and Chinese versions of the general self-efficacy scale, Applied Psychology: An International Review, 46, 1, 69-88.
SCHWARZER, R., BORN, A. (1997): Optimistic Self-Beliefs: Assessment of General Perceived Self-Efficacy in Thirteen cultures: World Psychology, 3, 1-2, 177-190.
THOMBS, D.L. (1995): Problem behavior and academic achievement among first-semestar college freshmen, Journal of College Student Development, 36, 3, 280-291.
WOOD, J.V. (1996): What is social comparison and how should we study it?, PSPB, 22, 5, 520-537.
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2018-04-20
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