RELATIONSHIP BETWEEN ATTRIBUTIONS FOR SUCCESS AND FAILURE AND SELF-ESTEEM, HOPELESSNESS, AND DEPRESSION IN SECONDARY SCHOOL STUDENTS / ODNOS ATRIBUCIJA USPJEHA I NEUSPJEHA SA SAMOPOŠTOVANJEM, BEZNADNOŠĆU I DEPRESIVNOŠĆU KOD SREDNJOŠKOLACA
Authors: Kurtović Ana 
Published: August 2023

ABSTRACTThe aim of this research was to examine the correlations between stability, internality, controllability and globality of the causes for good and poor grades, and self-esteem, hopelessness and depression on a sample of 295 first, second and third-grade secondary school students. Another objective was to determine whether grade attributions could explain a portion of variance of self-esteem, hopelessness and depression. The results have shown that stable causes of poor grades are negatively correlated with self-esteem and positively correlated with hopelessness and depression, while the explanations of good grades are positively correlated with self-esteem and negatively with depression.On the other hand, controllability of both poor and good grade causes was positively correlated with self-esteem and negatively with hopelessness and depression. Also, attributing both poor and good grades to global causes has shown negative correlations with self-esteem and positive correlations with depression. Apart from that, it was shown that controllability of poor grade causes, and stability and globality of good grade causes explained a significant portion of variance of self-esteem. The results have also shown that explaining both poor and good grades by controllable causes explains a significant portion of variance of hopelessness and depression, while controllable explanations of  good grades explain  only the variance of hopelessness. Keywords: attributions of poor and good grades, globality, internality, controllability, stability-----SAŽETAKCilj rada bio je provjeriti povezanost stabilnosti, internalnosti, kontrolabilnosti i globalnosti uzroka loše i dobre ocjene sa samopoštovanjem, beznadnošću i depresivnošću na uzorku 295 učenika prvih, drugih i trećih razreda srednje škole. Također cilj je bio provjeriti mogu li  atribucije loše i dobre ocjene objasniti dio varijance samopoštovanja, beznadnosti i depresivnosti. Rezultati su pokazali da je objašnjavanje loše ocjene stabilnim uzrocima negativno povezano sa samopoštovanjem, a pozitivno s beznadnošću i depresivnošću, a objašnjavanje dobre ocjene na isti način je pozitivno povezano sa samopoštovanjem, a negativno s depresivnošću.S druge strane, kontrolabilnost uzroka loše i dobre ocjene pozitivno je povezana sa samopoštovanjem, a negativno s beznadnošću i depresivnošću. Također, atribuiranje loše i dobre ocjene globalnim uzrocima pokazalo je negativne korelacije sa samopoštovanjem, a pozitivnu s depresivnim simptomima. Osim toga, pokazalo se da su značajni prediktori samopoštovanja kontrolabilnost uzroka loše ocjene, te stabilnost i globalnost uzroka dobre ocjene. Također, rezultati su pokazali da objašnjavanje loše ocjene kontrolabilnim uzrocima objašnjava značajan postotak varijance beznadnosti i depresivnosti, a objašnjavanje dobre ocjene takvim uzorcima objašnjava samo varijancu beznadnosti. Ključne riječi: atribucije loše i dobre ocjene, globalnost,  internalnost, kontrolabilnost, stabilnost