Promjene u nekim aspektima mentalnog zdravlja adolescenata tijekom srednje škole ; Changes in certain aspects of adolescent mental health during high school

S obzirom na rizike mentalnoga zdravlja, adolescencija pripada u kritična životna razdoblja, a osim čimbenika iz obiteljskog konteksta, za mentalno zdravlje od velike su važnosti i oni povezani sa školskim zahtjevima. U ovome radu analizirani su podaci prikupljani od 141 polaznika zdravstvenih programa tijekom četiri godine njihova srednjoškolskog obrazovanja. Prikupljani su podaci o učestalosti negativnih automatskih misli povezanih sa strahom od neuspjeha i ohrabrujućih automatskih misli za vrijeme učenja u ispitnim razdobljima pri kraju nastavne godine. Svrha istraživanja bila je provjeriti smjer i doprinos pozitivnih i negativnih automatskih misli u predviđanju dugoročnih emocionalnih ishoda, odnosno razine emocionalne uznemirenosti na kraju srednje škole. Osim deskriptivne analize, u obradi rezultata primijenjena je multipla regresijska analiza. Ovisno o godini obrazovanja, oko 16 % sudionika za vrijeme učenja ima iznadprosječno učestale negativne automatskih misli, 13 do 18 % pozitivne automatske misli, dok 16 do 18 % sudionika ima iznadprosječnu razinu opće emocionalne uznemirenosti. Rezultati su pokazali kako u ispitnim razdobljima pri kraju nastavne godine 15 % sudionika ima iznadprosječno povišenu razinu emocionalne uznemirenosti kroz više godina, pa i na završetku srednje škole. Negativne automatske misli povezane sa strahom od neuspjeha za vrijeme učenja na kraju drugog i trećeg razreda dobro predviđaju razinu emocionalne uznemirenosti na kraju srednje škole, što upućuje na važnost negativnih kognitivnih procjena za dugoročne nepovoljne emocionalne ishode. Prediktivnost pozitivnih misli u predviđanju dugoročnih emocionalnih ishoda nije potvrđena. Rezultati se komentiraju u kontekstu Lazarusove teorije stresa i suočavanja te Beckova kognitivnog modela disfunkcionalnog i neadaptivnog ponašanja. ; Considering the risks of mental health, adolescence belongs to critical life periods. In addition to family context factors, factors related to school requirements are also of great importance for mental health. This paper analyzes data collected from 141 students of health programs during four years of their high school education. Negative automatic thoughts related to the fear of failure and encouraging automatic thoughts during learning in exam periods at the end of the school year have been assessed. The main goal of the study was to test the direction and contribution of positive and negative automatic thoughts in predicting long-term emotional outcomes, that is, the level of emotional distress at the end of high school. In addition to descriptive statistics, we used multiple regression analysis to analyze the results. Depending on the year of education, about 16% of participants have above-average frequent negative automatic thoughts during learning, 13 to 18% have positive automatic thoughts, while 16 to 18% participants have above-average levels of general emotional distress. The results showed that in the examination periods at the end of the school year, 15% of participants had an above-average elevated level of emotional distress during several years, as well as at the end of high school. Negative automatic thoughts related to the fear of failure while learning at the end of the second and third grade are good predictors of emotional distress at the end of high school, thus suggesting the importance of negative cognitive assessments for long-term negative emotional outcomes. The predictability of positive thoughts in predicting long-term emotional outcomes has not been confirmed. The results are discussed in the context of Lazarus’ theory of stress and coping and Beck’s cognitive model of dysfunctional and maladaptive behavior.