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<p>Disertacija je usmerena na dva glavna istraživačka pitanja: na ispitivanje<br />složenih međuodnosa varijabli relevantnih za fenomen stres-procesa u kontekstu<br />ispitne anksioznosti i na istraživanje gre&scaron;aka u sećanjima na emocije, misli i<br />pona&scaron;anja iz konkretne pro&scaron;le stresne transakcije. Teorijsku bazu rada predstavlja u<br />ovoj studiji revidirana verzija modela Tejlora i Aspinvala (The Taylor and Aspinwall<br />Model, 1996), koji podrazumeva sveobuhvatan i savremen konceptualni okvir za<br />razumevanje komponenti generičkog pojma stresa i njihovih međusobnih relacija.<br />Ovde validirani model obuhvata četiri grupe promenljivih: a) stresor (ispitna<br />anksioznost), b) suočavanje sa stresom (tri kategorije mehanizama prevladavanja:<br />suočavanje usmereno na zadatak, suočavanje usmereno na emocije i izbegavanje), c)<br />karakteristike ličnosti (optimizam i generalna samoefikasnost kao internalni resursi za<br />suočavanje sa stresom, i dve stabilne osobine ličnosti, relevantne za domen<br />akademskog života: perfekcionizam i neuroticizam), i d) izlazne varijable stresprocesa<br />(uspeh postignut na kolokvijumu i emocionalno stanje studenata neposredno<br />nakon ispitne situacije).<br />Istraživanje je sprovedeno na prigodnom uzorku od ukupno 263 studenata,<br />koji pohađaju studije psihologije i germanistike na Filozofskom fakultetu u Novom<br />Sadu. Nacrt istraživanja koncipiran je na način, koji je omogućio prikupljanje<br />podataka u dva distinktivna vremena merenja: neposredno pre i odmah nakon<br />polaganja kolokvijuma, te mesec dana posle ove ispitne situacije. Ispitivanje prostora<br />varijabli stres-procesa obavljeno je primenom sledećih mernih instrumenata: upitnik<br />za procenu ispitne anksioznosti (TAI), inventar za registrovanje načina suočavanja sa<br />kognitivnim zadacima (CITS), upitnik za merenje perfekcionizma (APS-R), skala<br />dispozicionog optimizma (LOT-R), skala generalne samoefikasnosti (GSE), subskala<br />neuroticizma iz &bdquo;Big Five&rdquo; inventara ličnosti i upitnik za procenu pozitivnog i<br />negativnog afektiviteta (SIAB-PANAS).<br />Dobijeni rezultati, koji su proizi&scaron;li iz razmatranja prve grupe istraživačkih<br />pitanja, sugeri&scaron;u da mehanizmi suočavanja usmereni na emocije predstavljaju<br />statistički značajne medijatore relacija, koje postoje između visine izraženosti ispitne<br />anksioznosti, s jedne strane, i uspeha na kolokvijumu i emocionalnog stanja ispitanika<br />neposredno nakon ispitne situacije, s druge strane. Nadalje, u radu su detaljno<br />prikazani i prodiskutovani specifični uslovi, pod kojima određeni nivo razvijenosti ispitivanih moderator varijabli (optimizam, generalna samoefikasnost, neuroticizam i</p><p>tri podvrste perfekcionizma) značajno menja sledeće relacije: a) ispitna anksioznost &ndash;<br />izbor strategija za suočavanje, b) primenjeni mehanizmi prevladavanja &ndash; ishodi<br />ispitivane stresne transakcije i c) direktna veza između stresora i izlaznih varijabli.<br />Prilikom ispitivanja memorijskih distorzija, ustanovljeno je da su studenti<br />generalno skloni naknadnom potcenjivanju jačine sopstvene ispitne anksioznosti, koja<br />je postojala u realnoj situaciji polaganja kolokvijuma, kao i precenjivanju pozitivnih<br />ishodnih emocija. Nalazi takođe sugeri&scaron;u da osobina neuroticizma i uspeh postignut<br />na testu znanja nisu u značajnoj meri delovali na gre&scaron;ke u sećanju na osećanja iz<br />pro&scaron;le stresne transakcije. Na posletku, utvrđeno je da su ispitanici relativno tačno<br />evocirali sećanja na primenjene strategije suočavanja, koje spadaju u kategorije<br />prevladavanja usmerenog na zadatak i izbegavanje, dok su potcenili jačinu i učestalost<br />kori&scaron;ćenja mehanizama suočavanja usmerenih na emocije.</p> / <p>The thesis is focused on two main research issues, as follows: examination of<br />complex interrelationships among variables relevant to the phenomenon of the stressprocess<br />in the context of test anxiety and study of distortions in the memory for<br />emotions, thoughts and behavior in a particular previous stressful transaction. The<br />theoretical basis of the thesis presented in this study is a revised version of the Taylor<br />and Aspinwall model (The Taylor and Aspinwall Model, 1996), which includes a<br />comprehensive and contemporary conceptual framework for understanding the<br />components of a generic phenomenon of the stress concept and their mutual relations.<br />The validated model includes four sets of variables: a) stressor (test anxiety), b)<br />coping (three categories of coping mechanisms: task-focused coping, emotion-focused<br />coping, and avoidance), c) personality traits (optimism and general self-efficacy as<br />internal resources for coping, and two stable personality traits relevant to the domain<br />of academic life: perfectionism and neuroticism), and d) the output variables of the<br />stress-process (success achieved at the colloquium and the emotional state of students<br />immediately after the test situation).<br />The research was carried out on a sample of 263 students of Psychology<br />studies and German Language and Literature studies at the University of Novi Sad.<br />The research design enabled data collection within two distinct times of measurement:<br />immediately before and immediately after passing the colloquium (test), and a month<br />after the test situation. Examination of the stress-process variable space was carried<br />out by application of the following measuring instruments: Test Anxiety Inventory<br />(TAI), Coping Inventory for Task Stress (CITS), The Almost Perfect Scale-Revised<br />(APS-R), Life Orientation Test-Revised (LOT-R), General Self-Efficacy Scale (GSE),<br />the neuroticism subscale from the &quot;Big Five&quot; personality inventory, and the Serbian<br />adaptation of the Positive and Negative Affect Schedule (SIAB-PANAS).<br />The obtained results, which have emerged after reviewing the first set of the<br />research questions, suggest that emotion-focused coping mechanisms are significant<br />mediators of relations, which exist between the intensity of the test anxiety on one<br />hand, and success achieved at the colloquium and the emotional state of subjects<br />immediately after the test situation, on the other hand. Furthermore, the thesis presents<br />in details and discusses specific conditions under which a certain level of the<br />examined moderator variables (optimism, general self-efficacy, neuroticism, and three subtypes of perfectionism) significantly change the following relations: a) test anxiety</p><p>&ndash; a choice of coping strategies, b) applied coping mechanisms - outcomes of the<br />examined stressful transaction and c) a direct relationship between stressors and<br />output variables.<br />When examining memory distortions, it was found that students generally<br />tended to subsequently underestimate the strength of their own test anxiety, which<br />existed in the real situation of taking the test, as well as to overestimate positive<br />outcome emotions. The findings also suggested that the neuroticism trait and the<br />success achieved on the test were statistically not significant for distortions in<br />memory, and feelings from the previous stressful transaction. Finally, it was found<br />that the subjects relatively accurately evoked memories of the applied coping<br />strategies, which fell into the category of the task-focused coping and avoidance, and<br />underestimated the strength and frequency of application of emotion-focused coping<br />mechanisms.</p>