Attributions of success associsted with the level of independence of children aged 5 to 7 years

Abstract

Atribucije su uobičajna, svakodnevna objašnjenja uzroka ponašanja (Berk, 2015) koje osoba koristi kako bi objasnila zbog čega je došlo do takvoga ishoda aktivnosti (Hajnić, 2002). Prilikom odgoja djeteta treba podržati djetetove razvojne težnje te kroz samostalnost omogućiti djetetu razvijanje u samostalnu osobu spremnu misliti i djelovati prema svojim odlukama (Bašić, 2011). U ovom istraživanju ispitivala se povezanost atribucija uspjeha i razine samostalnosti djece te razine samostalnosti djece u dobi od pet do sedam godina s anksioznosti i depresivnosti. Atribucije uspjeha procijenjene su na način da su djeca rješavala dva rješiva i dva nerješiva zadatka u kojima su morali pronaći odgovarajući broj skrivenih predmeta sa slike te su nakon toga trebala odgovoriti na pitanja o atribucijama. Razina samostalnosti djece procjenjivala se listom o samostalnosti za roditelje ispitane djece, a anksioznost i depresivnost procjenjivale su se skalom anksiozno – depresivnih simptoma. Roditelji su procjenjivali anksioznost i depresivnosti djece. Najčešće korištena atribucija uspjeha u zadacima u ovome istraživanju bila je atribucija lakoće zadatka. Nadalje, utvrđeno je kako većina djece pogrešno procjenjuje svoj uspjeh na zadacima. Dobivena je negativna korelacija između anksioznosti i depresivnosti te samostalnosti.Attributions are common explanations for behavior causes (Berk, 2015) which person uses to explain an outcome of an activity (Hajnić, 2002). It is necessary to support the child's developmental aspirations and to enable child to develop into an independent person ready to think and act according to his or her decisions (Bašić, 2011). This study examined the association between the attributions of success, the level of independence and anxiety and depression children aged five to seven years. Attributions of success were assessed by children solving two solvable and two unsolvable tasks in which they had to find the number of hidden objects and after tasks children had to answer questions about attributions. The level of independence of children was evaluated by the list of independence for parents of exam children, anxiety and depression were assessed by the scale of anxiety – depressive symptoms. Parents evaluated the anxiety and depression of the children. The most commonly used attributions of success in this research was attribution of task ease. Furthemore, it was found that most children misjudged their success on tasks. A negative association was found between anxiety and depression and independence