Longitudinalna studija o povezanosti predškolske samoregulacije s dobrobiti, stresom i školskim uspjehom na završetku srednje škole – uloga strategija suočavanja sa stresom
Longitudinal study on the connection of preschool self-regulation with well-being, stress and school success at the end of high school – the role of stress coping strategy

Summary/Abstract: The aim of this research was to examine whether the delay of gratification - measured in persons aged six years - predicts later school success, stress and well-being at the end of high school more than gender and mental abilities. The strategy of coping with stress was also examined in relation to the delay of gratification and the aforementioned variables. 170 participants took part in the research, of which 94 were girls and 76 were boys, third and fourth grade high school students. The research was of longitudinal type and was conducted in two phases. Mental abilities and delay of gratification were measured at the age of six, while measures of school achievement (general success), stress, negative emotions and well-being (satisfaction with life, satisfaction with school work and positive emotions) were collected in the second phase, in the same participants, between the ages of seventeen and eighteen or in third and fourth grade high school students. It has been confirmed that delay of gratification predicts later levels of stress and overall psychological well-being more than mental abilities and gender. For school success, such a prediction was not confirmed. Coping strategies also mediate between preschool delay of gratification and later well-being and stress and negative emotions. At the same time, strategies for solving problems and seeking social support mediate the level of well-being, while aggression, anger and seeking social support mediate the level of stress and negative emotions.

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