The purpose of this study was to explore undergraduate and graduate students’ beliefs about dyslexia at the Department of English Language and Literature of the University of Sarajevo in Bosnia and Herzegovina and subsequent implications for initial foreign language teacher education. The study follows a convergent parallel mixed methods design. A questionnaire was used to gather quantitative data on students’ beliefs about dyslexia and to consider potential variances at different levels of study. A group interview was used to gather qualitative findings for further consideration in initial teacher education on dyslexia and other specific learning difficulties. The findings have shown that both undergraduate and graduate students have an almost equal number of misconceptions about dyslexia, with the majority (96.03%) affirming that they need more training in teaching students with dyslexia or other specific learning difficulties. Furthermore, the study follows an emergent framework with reference to three main themes: (1) teacher beliefs and attitudes, (2) teaching practices, and (3) teacher preparation, which also reflect the main areas of undergraduate and graduate students’ concerns in teaching students with dyslexia and other specific learning difficulties.
{"title":"Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education","authors":"Alma Žero, Karmen Pižorn","doi":"10.26529/cepsj.1432","DOIUrl":"https://doi.org/10.26529/cepsj.1432","url":null,"abstract":"The purpose of this study was to explore undergraduate and graduate students’ beliefs about dyslexia at the Department of English Language and Literature of the University of Sarajevo in Bosnia and Herzegovina and subsequent implications for initial foreign language teacher education. The study follows a convergent parallel mixed methods design. A questionnaire was used to gather quantitative data on students’ beliefs about dyslexia and to consider potential variances at different levels of study. A group interview was used to gather qualitative findings for further consideration in initial teacher education on dyslexia and other specific learning difficulties. The findings have shown that both undergraduate and graduate students have an almost equal number of misconceptions about dyslexia, with the majority (96.03%) affirming that they need more training in teaching students with dyslexia or other specific learning difficulties. Furthermore, the study follows an emergent framework with reference to three main themes: (1) teacher beliefs and attitudes, (2) teaching practices, and (3) teacher preparation, which also reflect the main areas of undergraduate and graduate students’ concerns in teaching students with dyslexia and other specific learning difficulties.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41321680","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}
This paper calls for a shift related to English language-in-education policy and inclusive education initiatives in Colombia to ensure that English language learners with disabilities receive equitable and inclusive classroom instruction that is context-appropriate. We call for English language initiatives and policies to draw from theories and practices from both the Global South and the Global North in order to teach towards inclusive education. Trends in both English language teaching and inclusive education have drawn upon the Global North for solutions, which cannot be systemised to fit one international standard. Instead, using the Colombian context as an example, the present paper suggests a localised approach to meeting the educational needs of English language learners that incorporates inclusive education at the institutional level. This model would favour the work of scholars within the region to ensure that all students receive equitable classroom instruction that builds in Global South epistemologies and localised ways of knowing.
{"title":"Disability, Inclusion and Language-in-Education Policy in the Global South: The Colombian Context","authors":"R. David, K. Brown","doi":"10.26529/cepsj.1441","DOIUrl":"https://doi.org/10.26529/cepsj.1441","url":null,"abstract":"This paper calls for a shift related to English language-in-education policy and inclusive education initiatives in Colombia to ensure that English language learners with disabilities receive equitable and inclusive classroom instruction that is context-appropriate. We call for English language initiatives and policies to draw from theories and practices from both the Global South and the Global North in order to teach towards inclusive education. Trends in both English language teaching and inclusive education have drawn upon the Global North for solutions, which cannot be systemised to fit one international standard. Instead, using the Colombian context as an example, the present paper suggests a localised approach to meeting the educational needs of English language learners that incorporates inclusive education at the institutional level. This model would favour the work of scholars within the region to ensure that all students receive equitable classroom instruction that builds in Global South epistemologies and localised ways of knowing.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43488959","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}
{"title":"Teaching English as a Foreign/Second Language Students with Specific Learning Difficulties","authors":"Karmen Pižorn, Milena Košak Babuder","doi":"10.26529/cepsj.1575","DOIUrl":"https://doi.org/10.26529/cepsj.1575","url":null,"abstract":"","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45496680","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 survey research reported in this paper aimed to show how foreign language teachers’ (N = 69) self-efficacy beliefs and concerns related to implementing inclusive instructional practices with learners with dyslexia, as well as their attitudes to inclusion in foreign language education, change as a result of the teachers’ participation in an intensive face-to-face course on dyslexia and foreign language teaching. The pre-post comparisons identified a statistically significant improvement in self-efficacy beliefs and attitudes, with large and medium effect sizes, respectively, as well as a decrease in concerns, with a small effect size. Moreover, the perceived level of knowledge of dyslexia reported by course participants after the course increased significantly compared to pre-course knowledge, with a large effect size. The perceptions of knowledge were crucially related to pre-course self-efficacy beliefs and concerns, as well as to post-course self-efficacy beliefs. The impact of several background variables on self-efficacy beliefs, concerns and attitudes was investigated. We found no significant effects of general teaching experience, experience in teaching learners with dyslexia, teaching context (country), full-time employment and level of education on self-efficacy beliefs and attitudes both before and after the course. The initial effect of previous training on self-efficacy beliefs disappeared in the post-course questionnaire. No significant effects of previous training were observed for pre-course and post-course concerns and attitudes. The initial effect of level of education and experience in teaching a foreign language to learners with dyslexia on concerns disappeared in the post-course questionnaire. Teaching context (country) and full-time employment differentiated participants with regard to how concerned they were about implementing inclusive teaching before the course, and these differences persisted after the course. Age differentiated participants in the attitudes to inclusion they held before the course, but this difference disappeared after the course. Finally, teacher trainers differed significantly from other course participants regarding pre-course self-efficacy and post-course concerns, with a small to medium effect size.
{"title":"Inclusive Teaching Practices with Learners with Dyslexia: Face-To-Face Training-Induced Changes in Foreign Language Teachers’ Self-Efficacy Beliefs, Concerns and Attitudes","authors":"Joanna Nijakowska","doi":"10.26529/cepsj.1424","DOIUrl":"https://doi.org/10.26529/cepsj.1424","url":null,"abstract":"The survey research reported in this paper aimed to show how foreign language teachers’ (N = 69) self-efficacy beliefs and concerns related to implementing inclusive instructional practices with learners with dyslexia, as well as their attitudes to inclusion in foreign language education, change as a result of the teachers’ participation in an intensive face-to-face course on dyslexia and foreign language teaching. The pre-post comparisons identified a statistically significant improvement in self-efficacy beliefs and attitudes, with large and medium effect sizes, respectively, as well as a decrease in concerns, with a small effect size. Moreover, the perceived level of knowledge of dyslexia reported by course participants after the course increased significantly compared to pre-course knowledge, with a large effect size. The perceptions of knowledge were crucially related to pre-course self-efficacy beliefs and concerns, as well as to post-course self-efficacy beliefs. The impact of several background variables on self-efficacy beliefs, concerns and attitudes was investigated. We found no significant effects of general teaching experience, experience in teaching learners with dyslexia, teaching context (country), full-time employment and level of education on self-efficacy beliefs and attitudes both before and after the course. The initial effect of previous training on self-efficacy beliefs disappeared in the post-course questionnaire. No significant effects of previous training were observed for pre-course and post-course concerns and attitudes. The initial effect of level of education and experience in teaching a foreign language to learners with dyslexia on concerns disappeared in the post-course questionnaire. Teaching context (country) and full-time employment differentiated participants with regard to how concerned they were about implementing inclusive teaching before the course, and these differences persisted after the course. Age differentiated participants in the attitudes to inclusion they held before the course, but this difference disappeared after the course. Finally, teacher trainers differed significantly from other course participants regarding pre-course self-efficacy and post-course concerns, with a small to medium effect size.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42644161","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}
Τhe current study explored the effect of specific teaching accommodations for English language learners with dyslexia in a Norwegian primary school. Specifically, this single group intervention project investigated the impact of a range of multisensory techniques on spelling skills and motivation. Participants included a special education teacher and five dyslexic pupils from the fifth and sixth grades. Pre- and post-tests were administered to observe development in spelling, while data were also collected via a pupil evaluation questionnaire and a teacher interview after the intervention. The findings revealed that the intervention was quite successful. The group exhibited substantial differences in mean scores between the pre- and post-test. However, there were individual differences in scores and comorbid disorders appeared to impact the effectiveness of the intervention. Nonetheless, all of the pupils reported gains in their motivation and improvement in their attitude towards learning English, which was confirmed by their special education teacher. The paper concludes by offering specific didactic suggestions regarding accommodations for English language learners with dyslexia.
{"title":"Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study","authors":"Christopher Flaten Jarsve, Dina Tsagari","doi":"10.26529/cepsj.1459","DOIUrl":"https://doi.org/10.26529/cepsj.1459","url":null,"abstract":"Τhe current study explored the effect of specific teaching accommodations for English language learners with dyslexia in a Norwegian primary school. Specifically, this single group intervention project investigated the impact of a range of multisensory techniques on spelling skills and motivation. Participants included a special education teacher and five dyslexic pupils from the fifth and sixth grades. Pre- and post-tests were administered to observe development in spelling, while data were also collected via a pupil evaluation questionnaire and a teacher interview after the intervention. The findings revealed that the intervention was quite successful. The group exhibited substantial differences in mean scores between the pre- and post-test. However, there were individual differences in scores and comorbid disorders appeared to impact the effectiveness of the intervention. Nonetheless, all of the pupils reported gains in their motivation and improvement in their attitude towards learning English, which was confirmed by their special education teacher. The paper concludes by offering specific didactic suggestions regarding accommodations for English language learners with dyslexia. ","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48037287","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}
In the context of improving the quality of teacher education, the focus of the present work was to adapt the Mentoring for Effective Primary Science Teaching instrument to become more universal and have the potential to be used beyond the elementary science mentoring context. The adapted instrument was renamed the Mentoring for Effective Teaching Practicum Instrument. The new, validated instrument enables the assessment of trainee teachers’ perceived experiences with their mentors during their two-week annual teaching practicum at elementary and high schools. In the first phase, the original 34-item Mentoring for Effective Primary Science Teaching instrument was expanded to 62 items with the addition of new items and items from the previous works. All items were rephrased to refer to contexts beyond primary science teaching. Based on responses on an expanded instrument received from 105 pre-service teachers, of whom 94 were females in their fourth year of study (approx. age 22–23 years), the instrument was reviewed and shortened to 36 items classified into six dimensions: personal attributes, system requirements, pedagogical knowledge, modelling, feedback, and Information and Communication Technology due to outcomes of Principal Component and Confirmatory Factor analyses. All six dimensions of the revised instrument are unidimensional, with Cronbach alphas above 0.8 and factor loadings of items above 0.6. Such an instrument could be used in follow-up studies and to improve learning outcomes of teaching practice. As such, specific and general recommendations for the mentee, mentors, university lecturers, and other stakeholders could be derived from the findings to encourage reflection and offer suggestions for the future.
{"title":"Development and Validation of the ‘Mentoring for Effective Teaching Practicum Instrument’","authors":"Mateja Ploj Virtič, André du Plessis, A. Šorgo","doi":"10.26529/cepsj.1315","DOIUrl":"https://doi.org/10.26529/cepsj.1315","url":null,"abstract":"In the context of improving the quality of teacher education, the focus of the present work was to adapt the Mentoring for Effective Primary Science Teaching instrument to become more universal and have the potential to be used beyond the elementary science mentoring context. The adapted instrument was renamed the Mentoring for Effective Teaching Practicum Instrument. The new, validated instrument enables the assessment of trainee teachers’ perceived experiences with their mentors during their two-week annual teaching practicum at elementary and high schools. In the first phase, the original 34-item Mentoring for Effective Primary Science Teaching instrument was expanded to 62 items with the addition of new items and items from the previous works. All items were rephrased to refer to contexts beyond primary science teaching. Based on responses on an expanded instrument received from 105 pre-service teachers, of whom 94 were females in their fourth year of study (approx. age 22–23 years), the instrument was reviewed and shortened to 36 items classified into six dimensions: personal attributes, system requirements, pedagogical knowledge, modelling, feedback, and Information and Communication Technology due to outcomes of Principal Component and Confirmatory Factor analyses. All six dimensions of the revised instrument are unidimensional, with Cronbach alphas above 0.8 and factor loadings of items above 0.6. Such an instrument could be used in follow-up studies and to improve learning outcomes of teaching practice. As such, specific and general recommendations for the mentee, mentors, university lecturers, and other stakeholders could be derived from the findings to encourage reflection and offer suggestions for the future.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47102789","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}
Ana Pešikan’s monograph Learning in Educational Context: Psychology of Learning/Teaching is a truly exceptional book – it offers many important insights and enough provocative material to make it a page-turner that leaves you wishing for more. What makes it so great is both its content and the way it is conceptualised. You can say this publication is a scientific monograph and a textbook in one. When you read sections and paragraphs, the book clearly meets the highest standards for academic writing. It is also skilfully ‘accessorised’ to answer all expectations for a quality textbook. These remarks will be explained in more detail. The monograph includes nine sections that are strongly and logically interconnected – starting from the conceptual and methodological frameworks for studying learning/teaching, through the exploration of characteristics of quality learning/teaching, all the way to the deliberation of the very principles and purpose of education in the 21st century. In that sense, it greatly surpasses what is expected from a monograph, both in its volume and scope. In the first chapter, Ana Pešikan offers a theoretical introduction, addressing various concepts and terms in this field, underlining the difference between two disciplines in psychology – educational psychology and school psychology. After positioning the psychology of learning/teaching in
Ana Pešikan的专著《教育背景下的学习：学习/教学心理学》是一本真正出色的书——它提供了许多重要的见解和足够的煽动性材料，使它成为一本引人入胜的书，让你希望得到更多。它之所以如此伟大，是因为它的内容和概念化的方式。你可以说这份出版物是一本科学专著和一本教科书。当你阅读章节和段落时，这本书显然符合学术写作的最高标准。它还巧妙地“搭配”，以满足所有对高质量教科书的期望。这些评论将作更详细的解释。该专著包括九个部分，这些部分在逻辑上是紧密相连的——从研究学习/教学的概念和方法论框架开始，通过探索高质量的学习/教学特征，一直到审议21世纪教育的原则和目的。从这个意义上说，它在数量和范围上都大大超过了人们对专著的期望。在第一章中，Ana Pešikan进行了理论介绍，阐述了该领域的各种概念和术语，强调了心理学的两个学科——教育心理学和学校心理学之间的区别。在将学习/教学心理学定位于
{"title":"Ana Ž. Pešikan, Learning in Educational Context: Psychology of Learning/ Teaching [Srb: Učenje u obrazovnom kontekstu: osnove psihologije učenja/nastave], Službeni glasnik, 2020; 451 pp.: ISBN: 978-86-519-2435-7","authors":"Vladeta Milin","doi":"10.26529/cepsj.1520","DOIUrl":"https://doi.org/10.26529/cepsj.1520","url":null,"abstract":"Ana Pešikan’s monograph Learning in Educational Context: Psychology of Learning/Teaching is a truly exceptional book – it offers many important insights and enough provocative material to make it a page-turner that leaves you wishing for more. What makes it so great is both its content and the way it is conceptualised. You can say this publication is a scientific monograph and a textbook in one. When you read sections and paragraphs, the book clearly meets the highest standards for academic writing. It is also skilfully ‘accessorised’ to answer all expectations for a quality textbook. These remarks will be explained in more detail. The monograph includes nine sections that are strongly and logically interconnected – starting from the conceptual and methodological frameworks for studying learning/teaching, through the exploration of characteristics of quality learning/teaching, all the way to the deliberation of the very principles and purpose of education in the 21st century. In that sense, it greatly surpasses what is expected from a monograph, both in its volume and scope. In the first chapter, Ana Pešikan offers a theoretical introduction, addressing various concepts and terms in this field, underlining the difference between two disciplines in psychology – educational psychology and school psychology. After positioning the psychology of learning/teaching in","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46764516","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 book Teaching in the Online Classroom presents stories from experts and best practices to promote online learning and provide insights on how educators can help students succeed in the virtual classroom. The author and a group of teacher-leaders on the Teach Like a Champion team share their knowledge and experiences. It is a book about adapting to the new reality of online teaching and is aimed at all teachers who want to transform their skills and their online classroom. The authors provide insights into their teaching in a digi-tal environment – not only through words but also through recorded videos that can be found online. The book’s primary goal is to build a community of dedicated teachers who have the skills and are committed to creating the best possible lessons in the so-called new normal.
{"title":"Doug Lemov and The Teach Like a Champion Team, Teaching in the Online Classroom. Surviving and thriving in the new normal, Jossey-Bass: 2020; 192 pp.: ISBN 978-1119762935","authors":"Laura Rožman Krivec","doi":"10.26529/cepsj.1521","DOIUrl":"https://doi.org/10.26529/cepsj.1521","url":null,"abstract":"The book Teaching in the Online Classroom presents stories from experts and best practices to promote online learning and provide insights on how educators can help students succeed in the virtual classroom. The author and a group of teacher-leaders on the Teach Like a Champion team share their knowledge and experiences. It is a book about adapting to the new reality of online teaching and is aimed at all teachers who want to transform their skills and their online classroom. The authors provide insights into their teaching in a digi-tal environment – not only through words but also through recorded videos that can be found online. The book’s primary goal is to build a community of dedicated teachers who have the skills and are committed to creating the best possible lessons in the so-called new normal.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43733197","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 present work deals with career counselling for people with special needs based on the paradigm of positive psychology, which is becoming increasingly relevant in counselling and therapeutic processes. It is an approach to counselling and working with clients based on the strengths of the individual and represents a paradigm shift – a departure from the approach based on deficits and weaknesses. The empirical study established the prevalence of this approach in Slovenian elementary and secondary school counsellors. The results show that this way of counselling is a new strategy for mobilising various internal sources of strength and a supportive environment, which improves the individual’s ability to achieve the best possible self-sufficient education and integration into professional and social life. However, in the case of counselling for persons with special needs, a balance needs to be achieved between a strength approach and others that focus on personal problems and weaknesses.
{"title":"People with Special Needs and Career Development Based on Strength","authors":"J. Drobnič","doi":"10.26529/cepsj.1381","DOIUrl":"https://doi.org/10.26529/cepsj.1381","url":null,"abstract":"The present work deals with career counselling for people with special needs based on the paradigm of positive psychology, which is becoming increasingly relevant in counselling and therapeutic processes. It is an approach to counselling and working with clients based on the strengths of the individual and represents a paradigm shift – a departure from the approach based on deficits and weaknesses. The empirical study established the prevalence of this approach in Slovenian elementary and secondary school counsellors. The results show that this way of counselling is a new strategy for mobilising various internal sources of strength and a supportive environment, which improves the individual’s ability to achieve the best possible self-sufficient education and integration into professional and social life. However, in the case of counselling for persons with special needs, a balance needs to be achieved between a strength approach and others that focus on personal problems and weaknesses.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48175894","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}
This study examined the difficulties experienced by Slovenian upper-secondary school and university students aged 18 to 25 in their close social relationships during the Covid-19 pandemic. We examined the extent of social difficulties in six domains (relationships with friends, establishing a new relationship with an intimate partner, sexuality, relationship with a current intimate partner, parental control and living with parents, and family conflict) in the pre-pandemic period and in the first two waves of the pandemic. We were also interested in whether demographic variables were related to the students’ perceived social difficulties. The results showed that the severity of reported difficulties increased in all six domains during the government-imposed quarantine periods, with relationships with friends and the opportunity to establish new intimate relationships being the most affected. In addition, we found differences in the extent of perceived difficulties related to educational status, gender, intimate relationship, and change in living situations. The study offers insight into the socio-emotional life of students during a non-normative life event that educators should acknowledge.
{"title":"Difficulties in the Close Social Relationships of Slovenian Students during the Covid-19 pandemic","authors":"Melita Puklek Levpušček, Mojca Poredoš","doi":"10.26529/cepsj.1400","DOIUrl":"https://doi.org/10.26529/cepsj.1400","url":null,"abstract":"This study examined the difficulties experienced by Slovenian upper-secondary school and university students aged 18 to 25 in their close social relationships during the Covid-19 pandemic. We examined the extent of social difficulties in six domains (relationships with friends, establishing a new relationship with an intimate partner, sexuality, relationship with a current intimate partner, parental control and living with parents, and family conflict) in the pre-pandemic period and in the first two waves of the pandemic. We were also interested in whether demographic variables were related to the students’ perceived social difficulties. The results showed that the severity of reported difficulties increased in all six domains during the government-imposed quarantine periods, with relationships with friends and the opportunity to establish new intimate relationships being the most affected. In addition, we found differences in the extent of perceived difficulties related to educational status, gender, intimate relationship, and change in living situations. The study offers insight into the socio-emotional life of students during a non-normative life event that educators should acknowledge.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42576140","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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