Uloga automatskih misli, navika učenja i ispitne anksioznosti u objašnjenju školskog uspjeha i zadovoljstva učenika
The Role of Automatic Thoughts, Learning Habits and Test Anxiety in Elementary School Students' Academic Achievement and Satisfaction

Summary/Abstract: The main goal of the research was to check the possible developmental differences in the role of automatic thoughts in the explanation of elementary school students' academic achievement. An earlier developed scale for the assessment of automatic thoughts during learning has been used. The sample consisted of 720 elementary school students enrolled in 6th to 8th grade. Besides automatic thoughts during learning, test anxiety and their study habits have been assessed. All three types of negative thoughts were significant predictors of school success, while positive thoughts and negative thoughts related to fear of failure and fear of disappointing parents were significant predictors of student satisfaction. The cognitive aspect of test anxiety is a significant negative, while physiological test anxiety is a significant positive predictor of school success in all children.

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