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PSYCHOMETRIC PROPERTIES OF THE SOCIAL ANXIETY SCALE FOR ADOLESCENTS (SASA) AND ITS RELATION TO POSITIVE IMAGINARY AUDIENCE AND ACADEMIC PERFORMANCE IN SLOVENE ADOLESCENTS

100%
Puklek L. M., Videc M.
Studia Psychologica
|
2008
|
vol. 50
|
issue 1
49-65
EN
The main purpose of the present study was to establish the reliability and validity of the final 28-item version of the Social Anxiety Scale for Adolescents (SASA, Puklek, 1997) in a sample of early and late Slovene adolescents. We also investigated the relation of social anxiety to positive imaginary audience and students' performance in an evaluative academic situation. Confirmatory factor analysis determined a two-factor structure of the SASA (Apprehension and Fear of Negative Evaluation - AFNE and Tension and Inhibition in Social Contact - TISC). Only AFNE correlated (positively) to imaginary audience. Although socially anxious students did not appear to be academically less successful, students who scored higher on the SASA subscales reported a higher intensity of distractive factors during oral examination than their socially less anxious age-mates. Contrary to expectations, early and late adolescents did not differ in social anxiety and imaginary audience ideations. Female adolescents showed more worries and fears of negative evaluation (AFNE) than males. Males and females also differed as regards the type of imaginary audience ideations.
2

MOTIVATION AND SELF-EFFICACY IN STUDENTS ATTENDING HETEROGENEOUS AND ABILITY-GROUPED CLASSES

81%
Peklaj C., Zagar D., Pecjak S., Puklek L. M.
Studia Psychologica
|
2006
|
vol. 48
|
issue 4
333-347
EN
The purpose of the study was to find out if the students who attend the classes with ability grouping differ from the students in heterogeneous classes in their school motivation and academic self-efficacy in the various school subjects. We also tried to determine the differences in motivation and self-efficacy between the students in the low-, medium- and high-ability groups. The experimental group (EG) was composed of 584 students attending ability-grouped classes and the control group (CG) comprised 303 students attending the heterogeneous classes. The data on motivation and self-efficacy were collected three times during the years 2000-2002. In general, we can conclude that no differences were found in the level of the intrinsic and extrinsic motivation in the students attending the classes with the partial setting and the students attending the heterogeneous groups in all the subjects. The results of the study confirmed a decline in students' intrinsic and extrinsic motivation as well as in self-efficacy during the two-year interval. The highest intrinsic motivation and self-efficacy in all subjects were found in the high ability group and the lowest results were found in the low ability group. The implications for further research and practice concerning ability grouping in the primary schools are discussed. .
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