The aim of this study is to analyse whether attachment, mentalization and narcissism contribute to the prediction of intimate partnership satisfaction. The study included 222 respondents aged 18 to 50, all childless, who were in an intimate partnership or had been married from at least one year to ten years at most. The respondents filled out online questionnaires, including: the Serbian version of the Experiences in Close Relationships-Revised (SM-ECR-R) questionnaire used for assessing attachment; the Mentalization Scale (MentS); the Narcissistic Personality Inventory NPI40 used for assessing the level of narcissism and the Relationship Assessment Scale (RAS) aimed at assessing intimate partnership satisfaction. The results indicate that higher levels of anxiety, avoidance, mentalization of others and narcissism predict lower intimate partnership satisfaction. Attachment, which developmentally precedes mentalization and narcissism, has the most significant independent effect on the prediction of satisfaction. The greatest predictive power was achieved by the predictive model which, at the same time, includes anxiety, avoidance and the mentalization of others. The conclusion of the study is that attachment, the mentalization of others and narcissism predict intimate partnership satisfaction.
{"title":"Predictor models of intimate partnership satisfaction: Attachment, the capacity to mentalize and narcissism","authors":"Danica Nikolić-Vesković","doi":"10.5937/psistra25-33158","DOIUrl":"https://doi.org/10.5937/psistra25-33158","url":null,"abstract":"The aim of this study is to analyse whether attachment, mentalization and narcissism contribute to the prediction of intimate partnership satisfaction. The study included 222 respondents aged 18 to 50, all childless, who were in an intimate partnership or had been married from at least one year to ten years at most. The respondents filled out online questionnaires, including: the Serbian version of the Experiences in Close Relationships-Revised (SM-ECR-R) questionnaire used for assessing attachment; the Mentalization Scale (MentS); the Narcissistic Personality Inventory NPI40 used for assessing the level of narcissism and the Relationship Assessment Scale (RAS) aimed at assessing intimate partnership satisfaction. The results indicate that higher levels of anxiety, avoidance, mentalization of others and narcissism predict lower intimate partnership satisfaction. Attachment, which developmentally precedes mentalization and narcissism, has the most significant independent effect on the prediction of satisfaction. The greatest predictive power was achieved by the predictive model which, at the same time, includes anxiety, avoidance and the mentalization of others. The conclusion of the study is that attachment, the mentalization of others and narcissism predict intimate partnership satisfaction.","PeriodicalId":31561,"journal":{"name":"Psiholoska Istrazivanja","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80940858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Transgender and non-binary people are one of the most marginalized groups in the society, exposed to different forms of violence and discrimination, both on the structural and individual level. The aim of our research is to provide a better understanding of the position of transgender and non-binary people in Serbia. In addition to overall socio-demographic characteristics, we explore the experiences of violence and discrimination in public space, during education, at work, as well as the difficulties with legal gender recognition, experiences within the health care system and needs for different forms of support. In this explorative study we used an online questionnaire consisting of closed and open-ended questions. The convenience sample comprised 71 respondents and included both transgender men and women and the non-binary people. Our results confirm that transgender people in Serbia are exposed to violence and discrimination in different life periods and different areas of life, that they do not feel safe and often hide their gender identity. When it comes to medical gender affirmation procedures, respondents are divided between rating them as satisfactory and non-satisfactory. As the main priorities, they see the regulation of hormone shortage, training of health providers on working with transgender and nonbinary people, individualization of the treatment, and decentralization of services. They also voice out the need for psychological support, which can be regarded as an invitation to mental health experts to work towards a better understanding of the specific aspects of everyday lives of their transgender clients.
{"title":"The situation and needs of transgender and non-binary people in Serbia","authors":"Jelena Vidić","doi":"10.5937/psistra24-27858","DOIUrl":"https://doi.org/10.5937/psistra24-27858","url":null,"abstract":"Transgender and non-binary people are one of the most marginalized groups in the society, exposed to different forms of violence and discrimination, both on the structural and individual level. The aim of our research is to provide a better understanding of the position of transgender and non-binary people in Serbia. In addition to overall socio-demographic characteristics, we explore the experiences of violence and discrimination in public space, during education, at work, as well as the difficulties with legal gender recognition, experiences within the health care system and needs for different forms of support. In this explorative study we used an online questionnaire consisting of closed and open-ended questions. The convenience sample comprised 71 respondents and included both transgender men and women and the non-binary people. Our results confirm that transgender people in Serbia are exposed to violence and discrimination in different life periods and different areas of life, that they do not feel safe and often hide their gender identity. When it comes to medical gender affirmation procedures, respondents are divided between rating them as satisfactory and non-satisfactory. As the main priorities, they see the regulation of hormone shortage, training of health providers on working with transgender and nonbinary people, individualization of the treatment, and decentralization of services. They also voice out the need for psychological support, which can be regarded as an invitation to mental health experts to work towards a better understanding of the specific aspects of everyday lives of their transgender clients.","PeriodicalId":31561,"journal":{"name":"Psiholoska Istrazivanja","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91016335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic forced school closures worldwide. TV instruction became one of the main distance-learning modalities across the globe. Given the scarce evidence of effects of TV instruction on students and broad evidence that quality of teaching is a vital factor of students' achievements and motivational beliefs, the main objective of this study is to examine the relationship between the perceived quality of TV teaching practices and one of the most important student outcomes - academic self-efficacy. Sample consisted 1904 primary and lower secondary students. We constructed two measures of self-efficacy: a general measure of student's selfefficacy with regard to the subject and a situational measure of self-efficacy towards the current TV lesson. Students' perception of teaching practices was measured by a composite scale made of ten statements. We conducted regression and mediation analysis in order to identify potential mediation of general self-efficacy in the given subject. Students' perception of teaching practices was found to be a significant predictor that explained 40.55% of the variance of situational self-efficacy towards the current lesson, and the 14% of total effect was mediated by general students' self-efficacy. The results indicate that, even in the indirect and asynchronous TV instruction, teachers can nurture student self-efficacy towards current lessons and tasks by creating a supportive environment, providing clear representation of knowledge, emphasizing the relevance of the learning content by linking the new material and concepts to the students' life experiences and prior knowledge, and by giving challenging tasks to enhance students' engagement.
{"title":"The predictive effects of students' perception of teaching practices in TV instruction on students' self-efficacy","authors":"Ljiljana Plazinić","doi":"10.5937/psistra24-32477","DOIUrl":"https://doi.org/10.5937/psistra24-32477","url":null,"abstract":"The COVID-19 pandemic forced school closures worldwide. TV instruction became one of the main distance-learning modalities across the globe. Given the scarce evidence of effects of TV instruction on students and broad evidence that quality of teaching is a vital factor of students' achievements and motivational beliefs, the main objective of this study is to examine the relationship between the perceived quality of TV teaching practices and one of the most important student outcomes - academic self-efficacy. Sample consisted 1904 primary and lower secondary students. We constructed two measures of self-efficacy: a general measure of student's selfefficacy with regard to the subject and a situational measure of self-efficacy towards the current TV lesson. Students' perception of teaching practices was measured by a composite scale made of ten statements. We conducted regression and mediation analysis in order to identify potential mediation of general self-efficacy in the given subject. Students' perception of teaching practices was found to be a significant predictor that explained 40.55% of the variance of situational self-efficacy towards the current lesson, and the 14% of total effect was mediated by general students' self-efficacy. The results indicate that, even in the indirect and asynchronous TV instruction, teachers can nurture student self-efficacy towards current lessons and tasks by creating a supportive environment, providing clear representation of knowledge, emphasizing the relevance of the learning content by linking the new material and concepts to the students' life experiences and prior knowledge, and by giving challenging tasks to enhance students' engagement.","PeriodicalId":31561,"journal":{"name":"Psiholoska Istrazivanja","volume":"69 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73137773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The coronavirus pandemic has revealed the limits of current social and educational structures. In most countries, COVID-19 has compromised the wellbeing of students, but also of their families and teachers. During the first wave of the pandemic, school systems all over the world had to respond quickly and appropriately to the systemic shock it represented, and countries put a variety of different policy measures in place to tackle its extensive impact. The theoretical framework adopted in this paper is a critical perspective and the policy framework is the UN Sustainable Development Goals (SDGs); it provides a qualitative analysis of selected educational policies deployed by Italy and Austria to support the wellbeing of school pupils. The two countries deployed different education governance and emergency management strategies, in particular during the first wave of the pandemic. We applied our theoretical and policy frameworks to qualitative content analysis of educational policy documents from February to the end of August 2020, aiming to evaluate the responses to crisis of different education systems and potentially to support their improvement. The overall research question was: How did educational policies in Italy and Austria support students' wellbeing during the first wave of the COVID-19 pandemic? The results confirm that the Italian and Austrian systems had different strategies to support wellbeing and put different initiatives in place. However, educational policies in both countries, and especially Italy, had a stronger focus on the physical wellbeing of individual students during the period under study, and tended to neglect social wellbeing. The paper concludes by reflecting on the opportunities presented by this emergency for school systems to position wellbeing (in the broader sense of eudaimonic wellbeing) at the centre of educational policy
{"title":"Facets of primary and secondary school students' wellbeing during the first wave of the COVID-19 pandemic: A qualitative analysis of Austrian and Italian educational policy","authors":"Denis Francesconi, Barbara Gross, Evi Agostini","doi":"10.5937/psistra24-32602","DOIUrl":"https://doi.org/10.5937/psistra24-32602","url":null,"abstract":"The coronavirus pandemic has revealed the limits of current social and educational structures. In most countries, COVID-19 has compromised the wellbeing of students, but also of their families and teachers. During the first wave of the pandemic, school systems all over the world had to respond quickly and appropriately to the systemic shock it represented, and countries put a variety of different policy measures in place to tackle its extensive impact. The theoretical framework adopted in this paper is a critical perspective and the policy framework is the UN Sustainable Development Goals (SDGs); it provides a qualitative analysis of selected educational policies deployed by Italy and Austria to support the wellbeing of school pupils. The two countries deployed different education governance and emergency management strategies, in particular during the first wave of the pandemic. We applied our theoretical and policy frameworks to qualitative content analysis of educational policy documents from February to the end of August 2020, aiming to evaluate the responses to crisis of different education systems and potentially to support their improvement. The overall research question was: How did educational policies in Italy and Austria support students' wellbeing during the first wave of the COVID-19 pandemic? The results confirm that the Italian and Austrian systems had different strategies to support wellbeing and put different initiatives in place. However, educational policies in both countries, and especially Italy, had a stronger focus on the physical wellbeing of individual students during the period under study, and tended to neglect social wellbeing. The paper concludes by reflecting on the opportunities presented by this emergency for school systems to position wellbeing (in the broader sense of eudaimonic wellbeing) at the centre of educational policy","PeriodicalId":31561,"journal":{"name":"Psiholoska Istrazivanja","volume":"131 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79623094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During 2020, kindergartens in Slovenia were fully closed in the first and partially closed in the second wave of the COVID-19 pandemic. Therefore, the kindergarten practice of cooperation with the families changed. In order to obtain an insight into the new situation in this field, our research focused on the organization of the cooperation between kindergartens and families during the kindergarten closure. In November 2020, we developed an online questionnaire for parents who had at least one child enrolled in kindergarten. The questionnaire was filled in by 944 parents. More than half of the parents answered that contacts with preschool professionals had supported them during the full and/or partial closure of their kindergarten. About one half of parents answered that the kindergarten had contacted them once a week, mainly with proposals for activities and information in case the kindergarten remained closed. Most parents answered that the additional contact with the professionals had not represented an additional workload. Three quarters of parents believe that it is necessary to maintain contact even during the closure. Still, as the pandemic situation is completely new, it is still difficult to assess in what way it makes sense to maintain cooperation during the closure. With the study, we obtained insight into the importance of cooperation from the parents' perspective, which we need to consider in similar situations ahead.
{"title":"The cooperation between kindergartens and families during the kindergarten closure in Slovenia due to the COVID-19 pandemic","authors":"Tina Mervic, Petra Zgonec","doi":"10.5937/psistra24-32516","DOIUrl":"https://doi.org/10.5937/psistra24-32516","url":null,"abstract":"During 2020, kindergartens in Slovenia were fully closed in the first and partially closed in the second wave of the COVID-19 pandemic. Therefore, the kindergarten practice of cooperation with the families changed. In order to obtain an insight into the new situation in this field, our research focused on the organization of the cooperation between kindergartens and families during the kindergarten closure. In November 2020, we developed an online questionnaire for parents who had at least one child enrolled in kindergarten. The questionnaire was filled in by 944 parents. More than half of the parents answered that contacts with preschool professionals had supported them during the full and/or partial closure of their kindergarten. About one half of parents answered that the kindergarten had contacted them once a week, mainly with proposals for activities and information in case the kindergarten remained closed. Most parents answered that the additional contact with the professionals had not represented an additional workload. Three quarters of parents believe that it is necessary to maintain contact even during the closure. Still, as the pandemic situation is completely new, it is still difficult to assess in what way it makes sense to maintain cooperation during the closure. With the study, we obtained insight into the importance of cooperation from the parents' perspective, which we need to consider in similar situations ahead.","PeriodicalId":31561,"journal":{"name":"Psiholoska Istrazivanja","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78913451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the study is to explore the experiences shared by primary school teachers in three waves of data collection. Teachers' narratives about their experiences of schooling during the COVID-19 pandemic were elicited online. In three instances, a total of 116 participants were prompted to narrate in story and letter genres, providing 233 narratives. We conducted the values analysis and additionally analysed data statistically in order to compare the values teachers expressed at three key turning points for education in the first year of the COVID-19 pandemic in Serbia. Altogether, three major values and nine value codes were identified. This multi-genre three-wave approach provided a nuanced and comprehensive picture of teachers' most important impressions, concerns, and strategies in the new reality, in particular as the emphasis changed over the course of one year of the pandemic. Teachers who took part in the first wave mostly focused on health and prevention issues, their duties, the workload, and the strategies for coping with the new normal. In the second wave, as the threat eased, teachers expressed increased awareness of schooling related issues. Teachers' narratives in the third wave primarily focused on the learning process and outcomes. Based on the conducted analyses, the paper draws policy recommendations.
{"title":"Trends in primary school teachers' experience over the first year of the COVID-19 pandemic in Serbia: A narrative analysis","authors":"Katarina Mićić, Tünde Kovács-Cerović, S. Vracar","doi":"10.5937/psistra24-32799","DOIUrl":"https://doi.org/10.5937/psistra24-32799","url":null,"abstract":"The purpose of the study is to explore the experiences shared by primary school teachers in three waves of data collection. Teachers' narratives about their experiences of schooling during the COVID-19 pandemic were elicited online. In three instances, a total of 116 participants were prompted to narrate in story and letter genres, providing 233 narratives. We conducted the values analysis and additionally analysed data statistically in order to compare the values teachers expressed at three key turning points for education in the first year of the COVID-19 pandemic in Serbia. Altogether, three major values and nine value codes were identified. This multi-genre three-wave approach provided a nuanced and comprehensive picture of teachers' most important impressions, concerns, and strategies in the new reality, in particular as the emphasis changed over the course of one year of the pandemic. Teachers who took part in the first wave mostly focused on health and prevention issues, their duties, the workload, and the strategies for coping with the new normal. In the second wave, as the threat eased, teachers expressed increased awareness of schooling related issues. Teachers' narratives in the third wave primarily focused on the learning process and outcomes. Based on the conducted analyses, the paper draws policy recommendations.","PeriodicalId":31561,"journal":{"name":"Psiholoska Istrazivanja","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90063470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper deals with the relationship between academic, applied and practical knowledge in the field of applied psychology, which has the potential to contribute to economic and social development. The aim of the analysis is to make an initial insight into the dominant topics and social relevance of research activities in the field of work psychology in Serbia in the period of significant social changes (1995-2019). The material for the analysis consisted of abstracts of papers in the field of work psychology, which were presented at two leading national conferences - Empirical Research in Psychology and the Meeting of Psychologists of Serbia (N = 657). The thematic analytical procedure was used for the construction of the code system used for defining the criteria for collecting relevant data. Exploratory sequential design and comparative longitudinal analysis were used for data processing. The general conclusion based on qualitative data analysis suggests the existence of social relevance of research activities in the field of work psychology in this period. The results of the analysis were also considered from the perspective of some recent models of strategic planning and social development. The obtained results indicate the emergence of new topics and areas, as well as the existence of a link between significant social changes and research activities in the field of work psychology in this period. Some elements of the new paradigm of the positive human resource development practice are highlighted. The paper concludes with discussing the broader theoretical-methodological and practical implications of the obtained findings for work psychology.
{"title":"Is theory the best practise: A review of research in work psychology in Serbia (1995-2019)","authors":"Mirosava Đurišić-Bojanović, Slavica Maksić","doi":"10.5937/psistra24-27383","DOIUrl":"https://doi.org/10.5937/psistra24-27383","url":null,"abstract":"The paper deals with the relationship between academic, applied and practical knowledge in the field of applied psychology, which has the potential to contribute to economic and social development. The aim of the analysis is to make an initial insight into the dominant topics and social relevance of research activities in the field of work psychology in Serbia in the period of significant social changes (1995-2019). The material for the analysis consisted of abstracts of papers in the field of work psychology, which were presented at two leading national conferences - Empirical Research in Psychology and the Meeting of Psychologists of Serbia (N = 657). The thematic analytical procedure was used for the construction of the code system used for defining the criteria for collecting relevant data. Exploratory sequential design and comparative longitudinal analysis were used for data processing. The general conclusion based on qualitative data analysis suggests the existence of social relevance of research activities in the field of work psychology in this period. The results of the analysis were also considered from the perspective of some recent models of strategic planning and social development. The obtained results indicate the emergence of new topics and areas, as well as the existence of a link between significant social changes and research activities in the field of work psychology in this period. Some elements of the new paradigm of the positive human resource development practice are highlighted. The paper concludes with discussing the broader theoretical-methodological and practical implications of the obtained findings for work psychology.","PeriodicalId":31561,"journal":{"name":"Psiholoska Istrazivanja","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80698947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stuttering is defined as a speech disorder characterized by involuntary repetitions and prolongations of speech elements, i.e. voices, syllables or words. The evaluation of interpersonal anxiety in stuttering pathology should indicate and encourage a new perspective and provide a conceptual approach that has the potential to enable better understanding of the affective field of a stuttering person, thus completing a guide to stuttering rehabilitation. The aim of this study is to compare the degree of interpersonal anxiety of stuttering subjects and the typical population and the potential effect of age differences and different forms of stuttering on the degree of interpersonal anxiety. The sample included 48 subjects, 24 stuttering subjects and 24 non-stuttering subjects. Interpersonal anxiety was evaluated using the Willoughby questionnaire which assesses the degree of interpersonal anxiety. The obtained results show that the subjects who stutter are more anxious than the subjects of the typical population [F(1, 44) = 13.66, p <.01]. Stuttering subjects from the older age groups have exhibited a higher degree of interpersonal anxiety compared to younger subjects [F(1, 22) = 8.544, p <.01]. There are differences in the degree of interpersonal anxiety in people who stutter with respect to the form of stuttering [F(2, 21) = 80.83, p <.01] - the people who have a severe form of stuttering are more anxious than the people who have a mild and moderate form of stuttering. Studying of the relationships between these disorders is essential for strengthening and supplementing the existing prevention measures, but also for encouraging the development of new prevention programmes aimed at forestalling occurrence of anxiety by gaining the ability to successfully overcome emotional discomfort associated with speech. The obtained findings underscore the importance of stuttering assessment and therapy in adults and suggest that the integration of interventions by speech therapists and clinical psychologists could be beneficial for this population.
口吃被定义为一种语言障碍，其特征是不自觉地重复和延长语言元素，即声音、音节或单词。对口吃病理中人际焦虑的评估应该提示和鼓励一种新的视角，并提供一种概念性的方法，从而有可能更好地理解口吃者的情感领域，从而完成口吃康复指南。本研究的目的是比较口吃者与典型人群的人际焦虑程度，以及年龄差异和不同形式的口吃对人际焦虑程度的潜在影响。样本包括48名受试者，24名口吃受试者和24名非口吃受试者。采用Willoughby问卷对人际焦虑程度进行评估。所得结果表明，口吃者比典型人群焦虑程度更高[F(1,44) = 13.66, p < 0.01]。年龄较大的口吃者比年龄较小的口吃者表现出更高的人际焦虑程度[F(1,22) = 8.544, p < 0.01]。口吃者的人际焦虑程度在口吃形式上存在差异[F(2,21) = 80.83, p <。][01]严重口吃的人比轻度和中度口吃的人更焦虑。研究这些障碍之间的关系对于加强和补充现有的预防措施至关重要，而且对于鼓励发展新的预防方案也至关重要，这些方案旨在通过获得成功克服与语言有关的情绪不适的能力来预防焦虑的发生。获得的研究结果强调了成人口吃评估和治疗的重要性，并建议言语治疗师和临床心理学家的综合干预可能对这一人群有益。
{"title":"Assessment of interpersonal anxiety in stutters","authors":"Ivana Ilić-Savić, Mirjana Petrović-Lazić","doi":"10.5937/psistra24-30565","DOIUrl":"https://doi.org/10.5937/psistra24-30565","url":null,"abstract":"Stuttering is defined as a speech disorder characterized by involuntary repetitions and prolongations of speech elements, i.e. voices, syllables or words. The evaluation of interpersonal anxiety in stuttering pathology should indicate and encourage a new perspective and provide a conceptual approach that has the potential to enable better understanding of the affective field of a stuttering person, thus completing a guide to stuttering rehabilitation. The aim of this study is to compare the degree of interpersonal anxiety of stuttering subjects and the typical population and the potential effect of age differences and different forms of stuttering on the degree of interpersonal anxiety. The sample included 48 subjects, 24 stuttering subjects and 24 non-stuttering subjects. Interpersonal anxiety was evaluated using the Willoughby questionnaire which assesses the degree of interpersonal anxiety. The obtained results show that the subjects who stutter are more anxious than the subjects of the typical population [F(1, 44) = 13.66, p <.01]. Stuttering subjects from the older age groups have exhibited a higher degree of interpersonal anxiety compared to younger subjects [F(1, 22) = 8.544, p <.01]. There are differences in the degree of interpersonal anxiety in people who stutter with respect to the form of stuttering [F(2, 21) = 80.83, p <.01] - the people who have a severe form of stuttering are more anxious than the people who have a mild and moderate form of stuttering. Studying of the relationships between these disorders is essential for strengthening and supplementing the existing prevention measures, but also for encouraging the development of new prevention programmes aimed at forestalling occurrence of anxiety by gaining the ability to successfully overcome emotional discomfort associated with speech. The obtained findings underscore the importance of stuttering assessment and therapy in adults and suggest that the integration of interventions by speech therapists and clinical psychologists could be beneficial for this population.","PeriodicalId":31561,"journal":{"name":"Psiholoska Istrazivanja","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82813699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 outbreak forced schools around the globe to close. As a result, home became the dominant learning environment and family members became educational providers for students. Research to date demonstrates that families responded differently to the challenges related to remote learning and demonstrated various responses in their new responsible roles. Furthermore, research from the initial phases of COVID-19 shows that families' socio-economic status and educational background are related to children's remote learning experiences. This study seeks to explain and advance our understanding of the participants' remote learning experiences in the early stage of COVID-19 through the analysis of three Kazakhstani and three Hungarian families. The families have different backgrounds, including the language they speak, their residential characteristics, parents' educational attainment, and occupational status. The author conducted semi-structured interviews with parents from Kazakhstan and Hungary via Zoom. Qualitative directed content analysis was employed to analyse the collected data. The results of this study indicate that: a) parents had to become teachers in addition to their primary caregiver roles, thus balancing parenting and home-schooling; b) children's learning opportunities and losses during the COVID-19 outbreak are linked to families' socioeconomic status; and c) some families found it difficult to support their children due to their lack of pedagogical and content knowledge. Therefore, it can be concluded that existing social and educational inequalities in Kazakhstan and Hungary may have long-lasting negative effects on the children who did not experience high levels of parental involvement in their remote education.
{"title":"Role of the family in children's remote learning experiences during the COVID-19 outbreak: Kazakhstan and Hungary","authors":"Assel Csonka-Stambekova","doi":"10.5937/psistra24-32682","DOIUrl":"https://doi.org/10.5937/psistra24-32682","url":null,"abstract":"The COVID-19 outbreak forced schools around the globe to close. As a result, home became the dominant learning environment and family members became educational providers for students. Research to date demonstrates that families responded differently to the challenges related to remote learning and demonstrated various responses in their new responsible roles. Furthermore, research from the initial phases of COVID-19 shows that families' socio-economic status and educational background are related to children's remote learning experiences. This study seeks to explain and advance our understanding of the participants' remote learning experiences in the early stage of COVID-19 through the analysis of three Kazakhstani and three Hungarian families. The families have different backgrounds, including the language they speak, their residential characteristics, parents' educational attainment, and occupational status. The author conducted semi-structured interviews with parents from Kazakhstan and Hungary via Zoom. Qualitative directed content analysis was employed to analyse the collected data. The results of this study indicate that: a) parents had to become teachers in addition to their primary caregiver roles, thus balancing parenting and home-schooling; b) children's learning opportunities and losses during the COVID-19 outbreak are linked to families' socioeconomic status; and c) some families found it difficult to support their children due to their lack of pedagogical and content knowledge. Therefore, it can be concluded that existing social and educational inequalities in Kazakhstan and Hungary may have long-lasting negative effects on the children who did not experience high levels of parental involvement in their remote education.","PeriodicalId":31561,"journal":{"name":"Psiholoska Istrazivanja","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78301808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education worldwide has been strongly affected by the COVID-19 pandemic. Given the previous evidence that teachers' wellbeing is under a tremendous negative influence of major societal disruptions, this kind of sudden overturn of the routines and practices that were in place for decades could have detrimental effects on teachers' mental health. In the present study, we are interested in examining specific occupational stressors and irrational cognitions as potential contributors to distress, depression, and anxiety among teachers, following enormous lockdown-induced changes in the educational system. The basic theoretical framework in the research is Rational-Emotive and Cognitive-Behavioural Therapy (RE & CBT), according to which irrational beliefs have a critical contribution in generating and maintaining dysfunctional emotional reactions. Data were collected from 104 primary school teachers (88% female, age M= 41.39, SD=9.10) during the first wave of COVID-19, from the beginning of lockdown in March until its end in May 2020. We administered the adapted version of the Sources of stress at work questionnaire (IRS), the Teacher Irrational Beliefs Scale (TIBS) and the Depression, Anxiety and Stress Scale (DASS21). The questionnaires were distributed electronically by professional associates in schools since classes were conducted online at the time. The results of the hierarchical regression analysis suggest that, when it comes to experiencing stress due to changes in working and living conditions, both the COVID-19 related sources of stress (b=.32, p<.005) and irrational cognitions (b=.25, p<.01) have an independent and significant contribution. However, irrational cognitions only play a significant role in experiencing anxiety (b=.33, p<.005) and depression (b=.36, p<.005).
{"title":"Occupational stressors and irrational beliefs as predictors of teachers' mental health during the COVID-19 emergency state","authors":"S. Popov, J. Sokić, Jelena Antic","doi":"10.5937/psistra24-32671","DOIUrl":"https://doi.org/10.5937/psistra24-32671","url":null,"abstract":"Education worldwide has been strongly affected by the COVID-19 pandemic. Given the previous evidence that teachers' wellbeing is under a tremendous negative influence of major societal disruptions, this kind of sudden overturn of the routines and practices that were in place for decades could have detrimental effects on teachers' mental health. In the present study, we are interested in examining specific occupational stressors and irrational cognitions as potential contributors to distress, depression, and anxiety among teachers, following enormous lockdown-induced changes in the educational system. The basic theoretical framework in the research is Rational-Emotive and Cognitive-Behavioural Therapy (RE & CBT), according to which irrational beliefs have a critical contribution in generating and maintaining dysfunctional emotional reactions. Data were collected from 104 primary school teachers (88% female, age M= 41.39, SD=9.10) during the first wave of COVID-19, from the beginning of lockdown in March until its end in May 2020. We administered the adapted version of the Sources of stress at work questionnaire (IRS), the Teacher Irrational Beliefs Scale (TIBS) and the Depression, Anxiety and Stress Scale (DASS21). The questionnaires were distributed electronically by professional associates in schools since classes were conducted online at the time. The results of the hierarchical regression analysis suggest that, when it comes to experiencing stress due to changes in working and living conditions, both the COVID-19 related sources of stress (b=.32, p<.005) and irrational cognitions (b=.25, p<.01) have an independent and significant contribution. However, irrational cognitions only play a significant role in experiencing anxiety (b=.33, p<.005) and depression (b=.36, p<.005).","PeriodicalId":31561,"journal":{"name":"Psiholoska Istrazivanja","volume":"105 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76214352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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