UDK 371.322.

5
Izvorni znanstveni rad

volumen 62, br. 1, Osijek, 2016.

THE ACTIVITIES OF STUDENTS IN LEISURE TIME IN

SISAK-MOSLAVINA COUNTY (REPUBLIC OF CROATIA)

Doc. dr. sc. Marina Đuranović

University of Zagreb, Faculty of Teacher Education, Zagreb, Croatia
Izv. prof. dr. sc. Siniša Opić
University of Zagreb, Faculty of Teacher Education, Zagreb, Croatia

Abstract:
The aim of this paper is to explore the prevalence of activities in leisure time of the young. A survey was conducted
on 1062 students in 8 primary (n=505; 47,6%) and high schools (n=557; 52,4%) in Sisak-Moslavina County in the
Republic of Croatia. The questionnaire of spending leisure time used was made up of 30 variables on a five- degree
scale of ordinal type. Descriptive values indicated a low prevalence of activities in spending leisure time. The
hypothesis of the existence of statistically significant difference between the students in primary and high school was
confirmed from the sample on the following variables of leisure time: electronic media, sports, going out and relaxing
activities. Students in primary school spend more of their leisure time using electronic media and doing sports, while
high school students spend more of their leisure time hanging out, going out and doing relaxing activities. As part of
partial correlations (while controlling variables age and time of studying), correlation between school achievement
and cultural (r=0,091) and relaxing activities (r=0,109) was found to be low and positive, while negative correlation
was found with the composite variable: hanging out and going out (r=-0,108).

Key words: leisure time, youth, family, education, leisure activities

INTRODUCTION
LEISURE TIME
Leisure time arises from the rapid industrialization of the society, increase of material
wealth, reduction of socially-compulsory labor and increase in the number of hours of free
time (Martinić, 1977).
Today leisure time can be defined in several ways. Dumazedier (1972, according to
Ilišin, 2000) defines leisure time as a set of activities which an individual can on his own fully
engage in, regardless of him resting or having fun, increasing his level of general knowledge or
education, engaging in the society on a voluntary basis or realizing his creativity, after he is
released from his professional, social obligations and family. The phenomenon of leisure time
can be defined as “area in which (perhaps better than in other areas) activities or segments of
social structure are mirrored countless possibilities for human progress and regression, self-
alienation and de-alienation in an endless “game” of one’s anthropological characteristics”
(Žugić, 2000, 59). Jacobs and Jacobs (2001; according to Chun, Li & Chen) state that leisure
time can be defined as the time available to choose activities freely, when not involved in self-
care or work. Leisure time should result in higher motivation, self-efficacy, commitment to
the activity and satisfaction. In explaining the concept of leisure time, Martinić (1977) makes a
certain distinction between free time and leisure time. According to the author, free time is
time free from organized labor. It includes the necessary rest, various commitments that must
be fulfilled, family and community, as well as any additional work. Therefore, free time is not
free from all obligations. Moments that would be devoid of all of the above duties and which

13
 ŽIVOT I ŠKOLA
Časopis za teoriju i praksu odgoja i obrazovanja
volumen 62, br. 1, Osijek, 2016.
 TEORIJSKI I PRAKTIČNI PROBLEMI I RASPRAVE

depend fully on the individual’s choice and free will are called leisure. However, the author
warns that it is difficult to distinguish leisure moments from free time because they are often
intertwined and constantly alternate. According to the above mentioned definitions of leisure
time, if we want to look at children and adolescents, we could say that leisure time is what
they do after fulfilling their school obligations. It is the time in which they voluntarily engage
in different activities for recreation or any other personal interests (Bartko & Eccles, 2003,
according to Trainor et al., 2010).
Leisure time is an extremely important part of life for both adults, children and adoles-
cents. It represents an important context for developing social and communication skills, tole-
rance, self-esteem, self-confidence, creative expression. In their leisure time, an individual
can satisfy their basic needs, such as need for fun, freedom, a sense of belonging, self-actuali-
zation. In satisfying their needs, a person is also released from accumulated stress.
Aristotle said that it is exactly in leisure that happiness occurs, and Schopenhauer said
that leisure represents the pinnacle of human existence. For today's individual, the opportuni-
ty to get away from the fulfillment of one's obligations (labor, civic and family obligations) and
become absorbed in one's own world, to engage in what one wants takes on special impor-
tance (Sedova, 2011).

ACTIVITIES IN LEISURE TIME

Children and adolescents are constantly looking for adequate hobbies and activities to
fill their leisure time. Activities in leisure time are intrinsically motivated; young people enga-
ge in them because of their personal enjoyment, and they select those activities according to
their personal choice. It is important to help them and guide them to find activities that will
provide them with inner satisfaction, but also encourage their personal growth and develop-
ment.
Leisure activities may facilitate adolescents' developmental needs for social related-
ness, and can contribute to one's identity as an important and valued member of a group. In
such activities adolescents have opportunities to be with other people, cooperate with them,
and feel respected and liked (Leversen et al., 2012).
However, leisure time is also a space suitable for a number of negative peer influences,
which is why it is important to help children and adolescents to develop their culture of
spending leisure time.
In a large number of studies, activities were divided into structured and unstructured
activities (Larson & Verma, 1999; Mahoney & Stattin, 2000; Abbott & Barber, 2007; Trainor et
al., 2010; Won & Han, 2010; Sharp et al., 2015).
Mahoney and Stattin (2000) found several features which characterize structured
activities in children and adolescents' leisure time, and these are:
• fixed terms of activities
• regular participation and active attention of participants
• the existence of rules which must be followed by all participants
• leadership (supervision) of one or more adults
• emphasis on the development of certain skills
• all participants receive feedback on the effectiveness of their participation
Clear objectives of structured activities in free time represent an opportunity for deve-
loping individual social and physical skills and encourage creating a positive image of oneself.
Structured activities (sports club membership, religious activities, humanitarian activities) or
any other that take place under supervision of adults can act as a protective factor in risky
social behavior of children and adolescents (Fitzpatrick, 2002, according to Piko & Vazsonyi,

14
 Marina Đuranović, Siniša Opić
THE ACTIVITIES OF STUDENTS IN LEISURE TIME IN ...

2004). Studies also confirm that participation of children and adolescents in structured free
time activities can be associated with a high level of school adjustment and low-risk behaviors
(Eccles et al., 2003).
Unlike structured activities, unstructured activities are characterized by unconventio-
nal social relations. Those are activities that people engage in spontaneously, with no formal
rules or guidance of adults. When talking about unstructured activities in leisure time, we
think of casual socializing with peers, roaming the streets with no aim and similar. Therefore,
it does not take much to make a connection between unstructured activities and deviant be-
havior. However, sometimes unstructured activities in leisure time can be a challenge for
adolescents and require them to constructively develop and thus themselves figure out a
source of entertainment. In this way, individuals can achieve personal growth and develop-
ment because they are able to structure their own activities (Trainor et al., 2010).
According to Rosić (2005), activities that students take on in their free time can be divi-
ded into three groups:
1. First group of activities- activities for resting- is aimed at resting, without any special or
strenuous physical or psychological engagement at home, in public or in nature. These
activities are mainly of individual character.
2. Second group of activities- activities for recreation- is made up of different forms of
recreation in the broadest sense of that word, with the task of active rest, healthy
recreation or fun (excursions, games, walks, etc.)
3. Third group of activities- activities for developing personality- consists of all activities
that are aimed at developing personality through various fields of human activities
(educational, cultural, social…)
In the last decade, a lot of attention is given to leisure time of children and adoles-
cents. Ways of spending leisure time and gender differences in choosing activities in leisure
time are topics that have been addressed by many scientists (Ilišin et al., 2001; Šiljković et al.,
2007; Martinčević, 2010; Simoncini & Caltabiono, 2012; Pejić Papak et al., 2012). This paper
will attempt to further elucidate the phenomenon of leisure time of children and adolescents
and explore age differences in prevalence of forms of spending leisure time and the correlati-
on between the prevalence of spending leisure time and school achievement.

THE EMPIRICAL PART

RESEARCH GOAL AND HYPOTHESES
The goal of this study was to examine whether there is a difference between the
prevalence of forms of spending leisure time among students in the Sisak-Moslavina County,
regarding their age (primary or secondary school students), and examine if there is a
connection between the prevalence of a certain form of spending leisure time and academic
achievement.
According to the purpose of the research, the following hypotheses were set:
H-1 There is a statistically significant difference between students in primary and high
schools in the sample when it comes to prevalence of forms of spending leisure time.
H-2 There is a statistically significant correlation between the prevalence of forms of
spending leisure time and school achievement, while controlling the variable of age
and time of studying.

15
 TEORIJSKI I PRAKTIČNI PROBLEMI I RASPRAVE

THE SAMPLE OF RESPONDENTS

In the school year 2013/2014, research was conducted on 1062 students of 8 primary
(n=505; 47,6%) and 5 high schools (n=557; 52,4%) in Sisak-Moslavina County in the Republic
of Croatia. The research was conducted during one school lesson, having previously obtained
a consent of parents or guardians. Before the survey, the students were explained the purpo-
se of the research, as well as the process of completing the questionnaire. Students’ participa-
tion was voluntary and anonymous. Distribution of the respondents regarding gender was as
follows: male: 508 (47.8%) and female: 554 (52.2%). Considering academic achievement, the
distribution was: poor: 14 (1.3%), sufficient: 11 (1.0%), good: 330 (31.1%), very good: 423
(39.8%) and excellent: 284 (26.7%). The schools were selected randomly (randomized) and
the sample size was representative.

THE SAMPLE OF VARIABLES

For the purposes of this research, a special questionnaire was designed. The question-
naire was developed on the basis of the studied scientific literature regarding children and
adolescents’ leisure time as well as information obtained through informal conversation with
children and adolescents about the way they spend their leisure time. The questionnaire of
spending leisure time used was made up of 30 variables on a five- degree scale of ordinal ty-
pe, negatively polarized (direction scale) with the following values: 1- never, 2- rarely, 3- so-
metimes, 4- frequently, 5- very often. Basic descriptive values of the scale are shown in Table
1.

Table 1: Basic descriptive values of the scale

Std.
Min Max Mean Skewness Kurtosis
Deviation
Code
Std. Std. Std.
Statistic Statistic Statistic Statistic Statistic Statistic
Error Error Error
v14.1 1 5 3,13 ,031 1,000 -,045 ,075 -,404 ,150
v14.2 1 5 1,59 ,021 ,685 1,056 ,075 1,291 ,150
v14.3 1 5 3,76 ,036 1,175 -,623 ,075 -,567 ,150
v14.4 1 5 3,17 ,043 1,392 -,084 ,075 -1,245 ,150
v14.5 1 5 2,96 ,037 1,219 ,166 ,075 -,899 ,150
v14.6 1 5 3,41 ,039 1,259 -,302 ,075 -,990 ,150
v14.7 1 5 1,26 ,018 ,576 2,675 ,075 8,846 ,150
v14.8 1 5 3,65 ,035 1,156 -,488 ,075 -,674 ,150
v14.9 1 5 4,03 ,029 ,934 -,815 ,075 ,259 ,150
v14.10 1 5 2,58 ,038 1,225 ,408 ,075 -,741 ,150
v14.11 1 5 1,83 ,028 ,929 1,110 ,075 1,040 ,150
v14.12 1 5 2,09 ,039 1,276 ,943 ,075 -,259 ,150
v14.13 1 5 1,15 ,018 ,600 4,708 ,075 23,212 ,150
v14.14 1 5 1,66 ,029 ,929 1,460 ,075 1,796 ,150
v14.15 1 5 2,15 ,045 1,476 ,843 ,075 -,813 ,150
v14.16 1 5 1,63 ,034 1,110 1,742 ,075 2,030 ,150
v14.17 1 5 2,33 ,033 1,091 ,592 ,075 -,237 ,150

16
 Marina Đuranović, Siniša Opić
THE ACTIVITIES OF STUDENTS IN LEISURE TIME IN ...

v14.18 1 5 2,06 ,031 1,007 ,815 ,075 ,298 ,150

v14.19 1 5 2,12 ,035 1,141 ,831 ,075 -,136 ,150
v14.20 1 5 2,20 ,036 1,157 ,703 ,075 -,327 ,150
v14.21 1 5 2,25 ,037 1,196 ,729 ,075 -,361 ,150
v14.22 1 5 1,54 ,029 ,947 1,979 ,075 3,621 ,150
v14.23 1 5 2,56 ,041 1,331 ,444 ,075 -,941 ,150
v14.24 1 5 1,36 ,022 ,725 2,501 ,075 7,072 ,150
v14.25 1 5 2,11 ,042 1,357 ,867 ,075 -,618 ,150
v14.26 1 5 1,52 ,031 1,008 1,947 ,075 2,905 ,150
v14.27 1 5 2,80 ,036 1,180 ,190 ,075 -,717 ,150
v14.28 1 5 2,60 ,036 1,176 ,338 ,075 -,688 ,150
v14.29 1 5 2,64 ,042 1,367 ,381 ,075 -1,040 ,150
v14.30 1 5 2,31 ,041 1,343 ,635 ,075 -,826 ,150
Valid N
(list wise)
Legend - V14.1- In my leisure time I watch TV; v14.2 - In my leisure time I go to the cinema; v14.3- In my leisure time I
relax and listen to music; v14.4- In my leisure time I do sports; v14.5- In my leisure time I lie around; v14.6- In my
leisure time I'm on Facebook; v14.7- In my leisure time I go to the theatre; v14.8- In my leisure time I surf the
Internet; v14.9- In my leisure time I hang out with friends; v14.10- In my leisure time I sleep; v14.11- In my leisure
time I read the newspaper; v14.12-I spend my leisure time on other social networks (Twitter and other); v14.13- In
my leisure time I do yoga; v14.14- In my leisure time I go to the library; v14.15-I spend my leisure time with my
girlfriend/boyfriend; v14.16-I spend my leisure time at the gym; v14.17- In my leisure time I talk on my phone;v14.18-
In my leisure time I go to concerts; v14.19- In my leisure time I listen to the radio ;v14.20- In my leisure time I jog;
v14.21- In my leisure time I play games on my phone; v14.22- In my leisure time I read literary classics; v14.23- In my
leisure time I play games online; v14.24- In my leisure time I go to art exhibitions; v14.25- In my leisure time I go to
disco clubs; v14.26- In my leisure time I read belles letters; v14.27- In my leisure time I go on walks; v14.28- In my
leisure time I go shopping; v14.29- In my leisure time I go to sports events (football matches, etc.); v14.30-I spend my
leisure time in coffee shops.

As seen in Table 1, the range of answers on all particles is maximum, which means that
the particles cover the spectrum of responses well. Low arithmetic means indicate a low pre-
valence of forms of spending leisure time. Variable with the highest arithmetic mean is v14.9
(In my leisure time I hang out with friends; Mean= 4,03), which means that students from the
sample, out of all other forms, choose to spend their leisure time hanging out with friends.
Analogously, the least amount of time they devote to yoga (v14.3; Mean= 1,26) and going to
the theater (v14.7; Mean=1,15). Particles with a higher arithmetic mean have a slightly
negative asymmetry (v 14.1; v14.3; v14.4; v14.6; v14.8; v14.9), while other variables with
lower arithmetic means have a positive asymmetry. With regard to kurtosis, particles vary
from platykurtic to highly leptokurtic distributions (v14.3; v14.7; v14.24).
The factor validity of the scale has also been tested (PCA, Guttman-Kaiser Criterion,
Promax rotation), however the 8 major components (explained 56% of the variance) were not
interpretable (the factor validity has not been confirmed). In addition, considering the Cattel's
scree test, the factor analysis (PCA) was represented with 6 main components, but even then
the factors (main components) were not interpretable; the factor solutions were made up of
variables outside of certain forms of spending free time, which is why the factors (main
components) could not be appointed. This is why we decided to form composite variables:
1. Electronic media ( Mean =2,331)
2. Internet ( Mean =2,928)
3. Sports ( Mean =2,489)

17
 TEORIJSKI I PRAKTIČNI PROBLEMI I RASPRAVE

4. Cultural activities ( Mean =1,578)

5. Hanging out and going out ( Mean =2,639)
6. Relaxing activities ( Mean =2,393)
Reliability was tested using the internal consistency method, and the Cronbach alpha
was 0,76; which is almost the threshold value to which the questionnaire (instrument) can be
considered reliable.
With regards to normality of the distributions, the results of the Kolmogorov-Smirnov
test indicate that the distributions deviate from normal. However, since distributions are not
bimodal (or polimodal), the asymmetry is not high (most variables ≤3), and because of the
central limit theorem, further processing will include parametric tests (although robust; boot-
strapping).
The research was conducted in accordance with the Code of Ethics.

RESULTS
Adolescence is a period of life filled with many changes. During this period, adoles-
cents go through significant biological, psychological and social transformations (Conger,
1986; Ule, 1987; Natsuak, Biehl & Ge, 2009). In adolescence, the most important source of so-
cialization are peers (Bastašić, 1995; Crosnoe & Needham, 2004; Lacković- Grgin, 2006;
Bouillet, 2008). Peer relationships have a multiple role in adolescence, since the young expe-
rience certain emotions they cannot talk about with their parents. So, to adolescents, peers
are an emotional support, and in relationships with them, they review their new values as
well as their new image of themselves (Andrilović, Čudina- Obradović, 1994). According to
this, as well as different developmental characteristics and needs of children and adolescents,
the hypothesis is set in a way that it assumes that there will be differences in the ways they
spend their leisure time.
H1 There is a statistically significant difference between students in primary and high schools
in the sample when it comes to prevalence of forms of spending leisure time.
In order to test the differences between subsamples (high school students and primary
school students), t-test (bootstrapping) was used. Bootstrapping is a process of re-sampling in
order to obtain a „better distribution“, or more precise, accurate and reliable results. The pro-
cess of re-sampling reduces the sample to population or in other words, we refer to sample as
it was a population from which we derive new samples. Bootstrapping allows us to make con-
clusions about the population based on the sample (and not on the parametric assumptions
of the same population). The results are shown in Table 2.

18
 Marina Đuranović, Siniša Opić
THE ACTIVITIES OF STUDENTS IN LEISURE TIME IN ...

Table 2: Bootstrap for Independent Samples Test

Bootstrapa
95% Confidence
Mean Std. Sig. Interval
Difference Bias Error (2-tailed) Lower Upper
Equal variances assumed ,13412 ,00018 ,03609 ,001* ,06532 ,20429
Electronic
Equal variances not ,13412 ,00018 ,03609 ,001 ,06532 ,20429
media
assumed
Equal variances assumed -,09202 ,00108 ,05473 ,102 -,19617 ,01554
Internet Equal variances not -,09202 ,00108 ,05473 ,100 -,19617 ,01554
assumed
Equal variances assumed ,10358 ,00151 ,04594 ,026 ,01795 ,19203
Sports Equal variances not ,10358 ,00151 ,04594 ,026* ,01795 ,19203
assumed
Equal variances assumed ,04959 -,00055 ,03098 ,116 -,01082 ,10724
Cultural
Equal variances not ,04959 -,00055 ,03098 ,115 -,01082 ,10724
activities
assumed
Hanging Equal variances assumed -,74590 -,00058 ,04508 ,001 -,83919 -,65691
out and Equal variances not -,74590 -,00058 ,04508 ,001* -,83919 -,65691
going out assumed
Equal variances assumed -,3284 -,0019 ,0363 ,001* -,4025 -,2609
Relaxing
Equal variances not -,3284 -,0019 ,0363 ,001 -,4025 -,2609
activities
assumed
a. Unless otherwise noted, bootstrap results are based on 1000 bootstrap samples
b.* p≤0,05

T-values that refer to fulfilling the precondition of variance homogeneity were inter-
preted (Levene test). As seen in Table 2, there is a statistically significant difference between
the students of primary and high schools from the sample on the following composite variab-
les of spending leisure time: electronic media, sports, hanging out and going out, and relaxing
activities. The values of arithmetic means of the subsamples are shown in Table 3.

Table 3: Group Statistics

Grade N Mean Std. Deviation Std. Error Mean
Electronic media 7 PS 505 2,4020 ,58234 ,02591
3 HS 557 2,2679 ,57931 ,02455
Sports 7 PS 505 2,5442 ,76675 ,03412
3 HS 557 2,4406 ,81312 ,03445
Hanging out and going 7 PS 505 2,2487 ,62138 ,02765
out 3 HS 557 2,9946 ,82369 ,03490
Relaxing activities 7 PS 505 2,221 ,5547 ,0247
3 HS 557 2,549 ,5953 ,0252

From the values of arithmetic means we conclude that in comparison with high school
students, primary school students spend more of their leisure time using electronic media
and doing sports, while high schools students spend their leisure time hanging out, going out
and doing relaxing activities. It was expected that high school students would spend more of
their leisure time going out and having fun with their peers, as it is well-known that the period

19
 TEORIJSKI I PRAKTIČNI PROBLEMI I RASPRAVE

of adolescence is the time of increased need for peer companionship (Bastašić, 1995; Crosnoe
& Needham, 2004; Bouillet, 2008). Similar results were obtained by Sharp et al. (2015), who
claim that the most popular activities of adolescents in leisure time are: socializing with peers,
participating in team sports and different activities outdoors. The results regarding how pri-
mary school students spend their free time are not surprising either, since, as it has been
confirmed in scientific literature, the dominant activity of students in this age (and younger
adolescents) is playing computer games and hanging out on social networking sites such as
Facebook (Appel, 2012; Liu, Lee & Chen, 2013).
Considering the expectation that students who achieve better academic results also
transfer some behavioral patterns to leisure time and partly spend it working on their self-
education and cultural activities, another hypothesis was set. The hypotheses assumes that
there will be a connection between school achievement and forms of spending leisure time,
with variables age and learning time being under control.
H2 There is a statistically significant correlation between the prevalence of forms of spending
leisure time and school achievement, while controlling the variable of age and time of
studying.
In order to test H2, partial correlation process (bootstrapping) was used, while control-
ling the variable of age and time of studying. Since age of students has shown to be a discri-
minator in terms of prevalence of forms of spending leisure time, we decided to control the
age variable because of its potential impact on correlation between school achievement and
composite variables of spending leisure time. Also, time of studying needs to be controlled
because it is associated with school achievement. The results of partial correlations (boot-
strapping) are shown in Table 4.

Table 4: Partial Correlations - bootstrapping

and going out

achievement

Hanging out
Electronic

activities

activities
Relaxing
Internet

Cultural
School

Sports
media

Control Variables

Correlation 1,000 -,051 -,002 -,010 ,091 -,108 ,109

Significance (2-tailed) . ,099 ,948 ,746 ,003* ,000* ,000*
Age & Time of

achievement

df 0 1058 1058 1058 1058 1058 1058

studying
School

Bias ,000 ,001 ,001 ,000 ,001 ,001 -,001

Bootstrapa

Std. Error ,000 ,032 ,031 ,030 ,030 ,031 ,029

95% Confidence Lower 1,000 -,116 -,064 -,070 ,034 -,163 ,048
Interval Upper 1,000 ,014 ,062 ,052 ,152 -,042 ,167
a. Unless otherwise noted, bootstrap results are based on 1000 bootstrap samples
b. * p≤0,05

As it can be seen in Table 4, there is a statistically significant relationship between

school achievement and composite variables of prevalence of leisure time; cultural activities,
hanging out and going out and relaxing activities, while controlling the variable of age and
time of studying. Low positive correlations were found between school achievement and
cultural activities (r=0,091) and relaxing activities (r=0,109), while negative correlation was
found in the composite variable hanging out and going out (r=-0,108).
Although correlations were very low, the result is indicative because variables age and
time of studying were controlled. Therefore, frequent cultural and relaxing activities are asso-
ciated with better school achievement, while hanging out and going out is associated with

20
 Marina Đuranović, Siniša Opić
THE ACTIVITIES OF STUDENTS IN LEISURE TIME IN ...

poorer school achievement. The obtained results are not surprising. Certainly, it was to
expect that students who have greater school achievement show more interest for cultural
and relaxing activities than students with poorer school achievement. Students who achieve
high grades have probably realized the value of knowledge and placed it into their world of
quality and identified it as one of the important goals in life. Since high grades (and therefore
the process of gaining knowledge) are on their priority list, they probably carry those patterns
of behavior, learning and gaining new knowledge, to their leisure time in which they also try
to educate themselves. However, students who have not self-actualized, fulfilled or proven
themselves through academic success will surely try to fulfill those needs in different ways - in
this case by going out and socializing with peers.
Despite the fact that the research was conducted on a large sample, involving students
from 8 primary (n=505; 47.6%) and 5 secondary schools (n=557, 52.4%) in Sisak- Moslavina
County, we must not ignore the fact that the research included only seventh-grade students
in primary schools and third-grade students in secondary schools. It would be interesting to
check whether the same results would occur if the research included all students from fifth to
eighth grade of primary schools and all students from first to fourth grade of secondary
schools.

CONCLUSION
Due to its exceptional importance in the lives of children and adolescents, leisure time
has become a subject of numerous scientific research. Leisure time can be defined as the time
left after fulfilling all of our commitments. This time has a very important role in lives of the
most vulnerable social population, the population of children and adolescents, because it
represents a convenient space for action and influence of many factors, both positive and ne-
gative ones. Children and adolescents are constantly searching for new, different, exciting and
interesting activities. To transfer interest of children and adolescents to those leisure time
activities that will be useful to them and that will help them develop as a person, is one of the
most important tasks of the adults.
According to the research results, primary school students spend more of their leisure
time on electronic media and doing sports, while high school students spend more of their
leisure time in hanging out, going out and relaxing activities. Data about how electronic media
are more present in leisure time of younger students comparing to older students are appea-
ring in studies of some other researchers (Laniado & Pietra, 2005; Appel, 2012; Liu, Lee &
Chen, 2013). The obtained results are not surprising because it was expected that, given the
development of children and adolescents, adolescents would spend more time with their
peers. More intensive contact with peers in adolescence is confirmed by results of many
other researchers (Bastašić, 1995; Crosnoe & Needham, 2004; Bouillet, 2008; Dopp & Cain,
2012; Sharp et al., 2015).
The study also showed a statistically significant correlation between school achieve-
ment and composite variables of prevalence of leisure time: cultural activities, hanging out
and going out and relaxing activities, while the controlled variables were age and time of stu-
dying. Students with a higher academic achievement spend more of their leisure time doing
cultural and relaxing activities, while students with poorer school results spend more of their
leisure time hanging out and going out with peers. These results are not surprising. However,
it would be interesting to explore the prevalence of different forms of spending leisure time
in other counties in Croatia and then compare them. Also, some of the future researchers
might want to explore the patterns and culture of spending leisure time when it comes to pa-
rents, and connect them with how children and adolescents spend their leisure time.

21
 TEORIJSKI I PRAKTIČNI PROBLEMI I RASPRAVE

REFERENCES
Abbott, B. D. & Barber, B. L. (2007). Not just idle time: Adolescents' developmental experiences provi-
ded by structured and unstructured leisure activities. The Australian Educational and Developmental
Psychologist, 24(1), 59-81.
Andrilović, V. & Čudina-Obradović, M. (1994). Osnove opće i razvojne psihologije. Zagreb: Školska knjiga.
Appel, M. (2012). Are Heavy Users of Computer Games and Social Media More Computer Literate.
Computers & Education, 59(4), 1339-1349.
Bastašić, Z. (1995). Pubertet i adolescencija. Zagreb: Školska knjiga.
Bouillet, D. (2008). Slobodno vrijeme zagrebačkih studenata: prilika za hedonizam ili samoostvarenje.
Sociologija i prostor, 46(3-4), 341-367.
Chen, Y. C., Li, R. H. & Chen, C. H. (2013). Relationships Among Adolescents' Leisure Motivation, Leisure
Involvement, and Leisure Satisfaction: A Structural Equation Model. Social Indicators Research,
110(3), 1187-1199.
Conger, J. (1986). Mladenaštvo-život pod pritiskom. Zagreb: Globus.
Crosnoe, R. & Needham, B. (2004). Holism, Contextual Variability, and the Study of Friendships in
Adolescent Development. Child Development, 75 (1), 264-279.
Dopp, A. R. & Cain, A. C. (2012). The Role of Peer Relationships in Parental Bereavement during
Childhood and Adolescence. Death Studies, 36(1), 41-60.
Eccles, J. S., Barber, B. L., Stone & M., Hunt, J. (2003). Extracurricular Activities and Adolescent
Development. Journal of Social Issues, 59(4), 865-889.
Ilišin, V. (2000). Promjene u slobodnom vremenu mladih. Napredak, 141(4), 419-429.
Ilišin, V. (2001). Slobodno vrijeme. U: Ilišin, V. (ur.), Djeca i mediji: uloga medija u svakodnevnom životu
djece (str. 91-118). Zagreb: Državni zavod za zaštitu obitelji, materinstva i mladeži.
Lacković-Grgin, K. (2006). Psihologija adolescencije. Jastrebarsko: Naklada Slap.
Laniado, N. & Pietra, G. (2005). Naše dijete, videoigre, Internet i televizija. Rijeka: Studio TiM.
Larson, R. W. & Verma, S. (1999). How children and adolescents spend time across the world: work,
play, and developmental opportunities. Psychological Bulletin, 125(6), 701-736.
Leversen, I., Danielsen, A. G., Birkeland, M. S. & Samdal, O. (2012). Basic Psychological Need Satisfaction
in Leisure Activities and Adolescents' Life Satisfaction. Journal of Youth and Adolescence, 41(12),
1588-1599.
Liu, E. Z. F., Lee, C. Y. & Chen, J. H. (2013). Developing a New Computer Game Attitude Scale for
Taiwanese Early Adolescents, Educational Technology & Society, 16(1), 183-193.
Mahoney, J. L. & Stattin, H. (2000). Leisure activities and adolescent antisocial behavior: The role of
structure and social context. Journal of Adolescence, 23(2), 113-127.
Martinčević, J. (2010). Provođenje slobodnog vremena i uključenost učenika u izvannastavne aktivnosti
unutar škole. Život i škola, 56(2), 19-34.
Martinić, T. (1977). Slobodno vrijeme i suvremeno društvo. Zagreb: Informator.
Natsuaki, M. N., Biehl, M. C. & Ge, X. (2009). Trajectories of Depressed Mood From Early Adolescence to
Young Adulthood: The Effects of Pubertal Timing and Adolescent Dating. Journal of Research on
Adolescence, 19 (1), 47-74.
Pejić Papak, P., Vidulin-Orbanić, S. & Rončević, A. (2012). Uloga organiziranih aktivnosti u kulturnom
životu učenika. Život i škola, 28(2), 188-203.
Piko, B. F. & Vazsonyi, A. T. (2004). Leisure activities and problem behaviours among Hungarian youth.
Journal of Adolescence, 27(6), 717-730.
Rosić, V. (2005). Slobodno vrijeme-slobodne aktivnosti. Rijeka: Naklada Žagar.
Sedova, N. N. (2011). The Leisure-time Activity of Citizens. Russian Education and Society, 53(5),
37-60.
Sharp, E. H., Tucker, C. J., Baril, M. E., Van Gundy, K. T. % Rebellon, C. J. (2015). Breadth of Participation
in Organized and Unstructured Leisure Activities Over Time and Rural Adolescents' Functioning.
Journal of Youth and Adolescence, 44(1), 62-76.
Simoncini, K. & Caltabiono, N. (2012). Young school-aged children's behaviour and their participation in
extra-curricular activities. Australasian Journal of Early Childhood, 37(3), 35-42.
Šiljković, Ž., Rajić, V. & Bertić, D. (2007). Izvannastavne i izvanškolske aktivnosti. Odgojne znanosti, 9(2),
133-145.

22
 Marina Đuranović, Siniša Opić
THE ACTIVITIES OF STUDENTS IN LEISURE TIME IN ...

Trainor, S., Delfabbro, P., Anderson, S. & Winefield, A. (2010). Leisure activities and adolescent
psychological well-being. Journal of Adolescence, 33(1), 173-186.
Ule, M. (1987). Mladina in ideologija. Ljubljana: Delavska enotnost.
Won, J. S. & Han, S. (2010). Out-of-School Activities and Achievement Among Middle School Students in
the U. S. and South Korea. Journal of Advanced Academics, 21(4), 628-661.
Žugić, Z. (2000). Sociologija sporta. Zagreb: Fakultet za fizičku kulturu.

Aktivnosti učenika u slobodnom vremenu

u Sisačko-moslovačkoj županiji (Republika Hrvatska)
Sažetak: Cilj je rada istražiti prevalenciju aktivnosti slobodnog vremena mladih. Provedeno je istraživanje na 1062
učenika osam osnovnih (n=505;47,6%) i pet srednjih škola (n=557; 52,4%) na području Sisačko-moslavačke županije,
Republika Hrvatska. Konstruiran je upitnik Provođenja slobodnog vremena (30 varijabli) na petstupanjskoj skali
ordinalnog tipa. Iz deskriptivnih vrijednosti indicira se niska prevalencija aktivnosti provođenja slobodnog vremena
mladih. Potvrđena je hipoteza o postojanju statistički značajne razlike između učenika osnovnih i srednjih škola iz
uzorka na kompozitnim varijablama slobodnog vremena: elektronski mediji, sport, druženje i izlasci te opuštajuće
aktivnosti. Učenici srednje škole više slobodnog vremena od učenika osnovne škole provode u druženjima i izlascima i
na opuštajućim aktivnostima dok učenici osnovne škole više slobodnog vremena provode koristeći se elektronskim
medijima i baveći se sportom. U sklopu parcijalnih korelacija (kontrolirajući varijable dob i vrijeme učenja) potvrđena
je niska pozitivna korelacija između školskog uspjeha i kulturnih (r=0,091) i opuštajućih aktivnosti (r=0,109) dok je
negativna korelacija potvrđena s kompozitnom varijablom druženje i izlasci (r=-0,108).

Ključne riječi: slobodno vrijeme, mladi, obitelj, odgoj, aktivnosti u slobodnom vremenu

Schüleraktivitäten in der Freizeit

in der Gespanschaft Sisak-Moslavina (Republik Kroatien)
Zusammenfassung: Das Ziel dieses Beitrags ist die Erforschung der Prävalenz von Freizeitaktivitäten der Jugendli-
chen. Die Untersuchung wurde auf Basis von 1062 Schülern aus 8 Grundschulen (n = 505; 47,6%) und 5 Mittelschulen
(n = 557; 52,4%) in der Gespanschaft Sisak - Moslavina durchgeführt. Es wurde ein Fragebogen mit der Überschrift
Freizeitgestaltung (30 Variablen) mit einer fünfstufigen Skala ordinalen Typs konstruiert. Die deskriptiven Werte
zeigen eine niedrige Prävalenz von Freizeitaktivitäten junger Menschen. Die Hypothese von der Existenz von
signifikanten Unterschieden zwischen Grund- und Mittelschülern wurde mit Hilfe der Stichprobe aus den zusammen-
gesetzten Variablen der Freizeit bestätigt: elektronische Medien, Sport, Geselligkeit und Ausgehen sowie entspan-
nende Aktivitäten. Die Grundschüler verbringen mehr Zeit mit elektronischen Medien und Sport als die Mittelschüler,
während die Mittelschüler mehr Zeit in Geselligkeit und Ausgehen sowie entspannende Aktivitäten investieren. Im
Rahmen der partiellen Korrelationen (kontrollierte Variablen Alter und Lernzeit) wurde die niedrige positive Korrela-
tion zwischen der Schulleistung und kulturellen (r = 0,091) und entspannenden Aktivitäten (r = 0,109) bestätigt,
während die negative Korrelation mit der zusammengesetzten Variable Geselligkeit und Ausgehen (r = - 0.108)
bestätigt wurde.

Schlüsselbegriffe: Freizeit, Jugendliche, Familie, Erziehung, Freizeitaktivitäten

23