In this study, through an in-depth analysis of teachers? reflections, we examined how personal and professional beliefs influenced school-based professional learning during teachers? experimentation with the Question Formulation Technique - QFT1. Semi-structured interviews were conducted with two primary school teachers taught Mathematics and Geography. Two meta-themes emerged from the interpretative phenomenological analysis: Traditional Teachers That Focus on the Atmosphere and Quality of Motivation and Engagement During Question Formulation Technique Implementation. Teachers? condensed experiences were shaped by their personal and professional beliefs and values. This determined the quality and type of motivation and behaviour during school-based professional learning. Teachers emphasized that students were more behaviourally, cognitively, and socio-emotionally engaged. The functions of the QFT in Mathematics and Geography classes were considerably fulfilled, mostly in creating a classroom atmosphere where asking questions was valued.
{"title":"A phenomenological analysis of teacher experiences during professional learning on the implementation of the question formulation technique","authors":"N. Seva, Ivana Djeric","doi":"10.2298/zipi2301005s","DOIUrl":"https://doi.org/10.2298/zipi2301005s","url":null,"abstract":"In this study, through an in-depth analysis of teachers? reflections, we examined how personal and professional beliefs influenced school-based professional learning during teachers? experimentation with the Question Formulation Technique - QFT1. Semi-structured interviews were conducted with two primary school teachers taught Mathematics and Geography. Two meta-themes emerged from the interpretative phenomenological analysis: Traditional Teachers That Focus on the Atmosphere and Quality of Motivation and Engagement During Question Formulation Technique Implementation. Teachers? condensed experiences were shaped by their personal and professional beliefs and values. This determined the quality and type of motivation and behaviour during school-based professional learning. Teachers emphasized that students were more behaviourally, cognitively, and socio-emotionally engaged. The functions of the QFT in Mathematics and Geography classes were considerably fulfilled, mostly in creating a classroom atmosphere where asking questions was valued.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"15 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74297041","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 was a natural experiment that allowed for the reexamination of various theories and social phenomena in a novel context. This study aimed to determine whether under these novel circumstances, greater support was provided in asymmetric or symmetric interactions. More specifically, we focused on the main actors in the provision of remote learning support to secondary school students and we examined students? perceptions in different time periods during the first wave of the pandemic. Another aim was to describe the content of the support provided to students by various actors in education. This longitudinal exploratory research followed 160 secondary school students over the course of 12 weeks during which regular classes were not held at schools. Three research cycles conducted during different remote learning periods revealed that students perceived teachers and peers as the main actors in the provision of learning support. Parental learning support was not negligible, especially during the longest movement ban during the pandemic. Conversely, students seldom recognized school counselors as educational actors providing learning support. The content of the support provided by the abovementioned actors related to the cognitive, motivational, emotional, and organizational aspects of learning.
{"title":"Scaffolding the learning during the first wave of the COVID-19 pandemic - secondary school students’ perspective","authors":"Smiljana Jošić","doi":"10.2298/zipi2301033j","DOIUrl":"https://doi.org/10.2298/zipi2301033j","url":null,"abstract":"The COVID-19 pandemic was a natural experiment that allowed for the reexamination of various theories and social phenomena in a novel context. This study aimed to determine whether under these novel circumstances, greater support was provided in asymmetric or symmetric interactions. More specifically, we focused on the main actors in the provision of remote learning support to secondary school students and we examined students? perceptions in different time periods during the first wave of the pandemic. Another aim was to describe the content of the support provided to students by various actors in education. This longitudinal exploratory research followed 160 secondary school students over the course of 12 weeks during which regular classes were not held at schools. Three research cycles conducted during different remote learning periods revealed that students perceived teachers and peers as the main actors in the provision of learning support. Parental learning support was not negligible, especially during the longest movement ban during the pandemic. Conversely, students seldom recognized school counselors as educational actors providing learning support. The content of the support provided by the abovementioned actors related to the cognitive, motivational, emotional, and organizational aspects of learning.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"52 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75904641","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}
S. Ninković, Dejan Djordjic, Stanislava Olic-Ninkovic
Although the construct of teacher engagement is acknowledged as important for positive student and teacher outcomes, evidence about its determinants is still scarce. The main aim of this study was to investigate the relationships between transformational leadership, dimensions of teacher academic optimism (i.e., self-efficacy, teacher trust in parents and students, and academic emphasis), and teacher engagement. Data obtained from 420 primary and lower secondary school Serbian teachers were analyzed by utilizing structural equation modeling with latent variables. The results revealed that transformational leadership has positive effects on all dimensions of teacher academic optimism. Transformational leadership was directly associated with teacher engagement, although this relationship was not strong. Also, transformational leadership was linked to teacher engagement indirectly, via teachers? trust in parents and students and academic emphasis. The present study suggests that transformational leadership plays an important role in enhancing teacher engagement. Therefore, by strengthening transformational leadership in the school, the engagement of teachers is likely to be improved.
{"title":"Modeling the relationships between transformational leadership, teacher academic optimism, and teacher engagement: Evidence from the Serbian school context","authors":"S. Ninković, Dejan Djordjic, Stanislava Olic-Ninkovic","doi":"10.2298/zipi2301161n","DOIUrl":"https://doi.org/10.2298/zipi2301161n","url":null,"abstract":"Although the construct of teacher engagement is acknowledged as important for positive student and teacher outcomes, evidence about its determinants is still scarce. The main aim of this study was to investigate the relationships between transformational leadership, dimensions of teacher academic optimism (i.e., self-efficacy, teacher trust in parents and students, and academic emphasis), and teacher engagement. Data obtained from 420 primary and lower secondary school Serbian teachers were analyzed by utilizing structural equation modeling with latent variables. The results revealed that transformational leadership has positive effects on all dimensions of teacher academic optimism. Transformational leadership was directly associated with teacher engagement, although this relationship was not strong. Also, transformational leadership was linked to teacher engagement indirectly, via teachers? trust in parents and students and academic emphasis. The present study suggests that transformational leadership plays an important role in enhancing teacher engagement. Therefore, by strengthening transformational leadership in the school, the engagement of teachers is likely to be improved.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"2 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81227077","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 main goal of environmental education is the development of environmental awareness, which is the basis for pro-environmental behavior. In order to determine the conditions which, favour the development of environmental awareness, a survey was conducted of students in the fourth grade of primary school, based on data from TIMSS 2019. The criterion variable was the score on the Environmental Awareness Scale, while the predictor variables included characteristics which vary at student, class, and school levels. Hierarchical linear modeling indicated the importance of variables at the individual level: home resources, literacy and numeracy readiness for school, confidence in science, usefulness of science lessons, and parent?s perceptions of their child?s school and expected student education level. None of the considered class and school level variables were significant predictors of environmental awareness. Between-school differences were fully explained by the final, retained model, but some variance (approx. 8%) between different classes remained unexplained by the considered predictor variables. We offer suggestions on how to increase the school?s contribution to the development of students? environmental awareness through the application of effective pedagogy and school improvement. Further research is needed into the contribution of the educational environment.
{"title":"Predictors of environmental awareness among primary school students in Serbia","authors":"J. Stanišić, Slavica Maksić, Filip Nenadić","doi":"10.2298/zipi2301051s","DOIUrl":"https://doi.org/10.2298/zipi2301051s","url":null,"abstract":"The main goal of environmental education is the development of environmental awareness, which is the basis for pro-environmental behavior. In order to determine the conditions which, favour the development of environmental awareness, a survey was conducted of students in the fourth grade of primary school, based on data from TIMSS 2019. The criterion variable was the score on the Environmental Awareness Scale, while the predictor variables included characteristics which vary at student, class, and school levels. Hierarchical linear modeling indicated the importance of variables at the individual level: home resources, literacy and numeracy readiness for school, confidence in science, usefulness of science lessons, and parent?s perceptions of their child?s school and expected student education level. None of the considered class and school level variables were significant predictors of environmental awareness. Between-school differences were fully explained by the final, retained model, but some variance (approx. 8%) between different classes remained unexplained by the considered predictor variables. We offer suggestions on how to increase the school?s contribution to the development of students? environmental awareness through the application of effective pedagogy and school improvement. Further research is needed into the contribution of the educational environment.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"32 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87144134","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}
Parents? reports are accepted in practice and can be a valid and reliable source of information in research on children?s communicative development and any delays in this. Nevertheless, parents? reports may have important limitations that need to be considered: parental positive bias; parents? understanding of the child language comprehension; and parents? education and limited linguistic knowledge. In this paper, we take the stance that parents are most interested in an adequate assessment, and obtaining reliable input from them is certainly important. We amplify the voice of parents by synthesizing their experiences with a parental report inventory as a method based on the usage of the adapted version of the MacArthur-Bates Communicative Development Inventory. With that aim, we conducted a qualitative inductive thematic analysis of focus group discussions and additional open-ended validation questions. Six emerging themes and sub-themes were identified and presented with illustrative quotations. Results revealed that the adaptation of original CDIs to languages with radically different morpho-syntactic structures may produce items that are hard to recognize and understand without a context. We bring to light parent-specific difficulties in performing this task and provide a critical understanding of parents? reports as a method of language development assessment. We discuss potential solutions to parents? dilemmas that inevitably arise when reporting on their child?s communication, as well as answers to researchers?/practitioners? dilemmas regarding the validity and reliability of parental reporting.
父母呢?报告在实践中被接受，并且可以成为儿童研究中有效和可靠的信息来源。沟通发展和任何延迟。然而,父母呢?报告可能有需要考虑的重要局限性:父母的积极偏见;父母呢?理解儿童的语言理解能力;和父母吗?教育程度和有限的语言知识。在本文中，我们的立场是，父母最感兴趣的是一个充分的评估，从他们那里获得可靠的输入当然很重要。我们根据麦克阿瑟-贝茨交际发展量表(MacArthur-Bates communications Development inventory)的改编版本，将父母的经历与父母报告清单相结合，从而放大父母的声音。为此，我们对焦点小组讨论和其他开放式验证问题进行了定性归纳专题分析。确定了六个新出现的主题和分主题，并附有说明性引文。结果表明，原始cdi对具有完全不同的形态句法结构的语言的适应可能会产生没有上下文的难以识别和理解的项目。我们揭示了在执行这项任务时父母特有的困难，并提供了对父母的批判性理解。报告作为语言发展评估的一种方法。我们讨论潜在的解决方案给父母?在报道他们的孩子时不可避免地出现的困境?S沟通，以及对研究人员/从业者的回答?关于父母报告的有效性和可靠性的困境。
{"title":"Parents’ perspective in the evaluation of a parental report inventory for the assessment of child communication development","authors":"Darinka Andjelkovic, M. Savić, Slavica Tutnjević","doi":"10.2298/zipi2301113a","DOIUrl":"https://doi.org/10.2298/zipi2301113a","url":null,"abstract":"Parents? reports are accepted in practice and can be a valid and reliable source of information in research on children?s communicative development and any delays in this. Nevertheless, parents? reports may have important limitations that need to be considered: parental positive bias; parents? understanding of the child language comprehension; and parents? education and limited linguistic knowledge. In this paper, we take the stance that parents are most interested in an adequate assessment, and obtaining reliable input from them is certainly important. We amplify the voice of parents by synthesizing their experiences with a parental report inventory as a method based on the usage of the adapted version of the MacArthur-Bates Communicative Development Inventory. With that aim, we conducted a qualitative inductive thematic analysis of focus group discussions and additional open-ended validation questions. Six emerging themes and sub-themes were identified and presented with illustrative quotations. Results revealed that the adaptation of original CDIs to languages with radically different morpho-syntactic structures may produce items that are hard to recognize and understand without a context. We bring to light parent-specific difficulties in performing this task and provide a critical understanding of parents? reports as a method of language development assessment. We discuss potential solutions to parents? dilemmas that inevitably arise when reporting on their child?s communication, as well as answers to researchers?/practitioners? dilemmas regarding the validity and reliability of parental reporting.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90402472","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}
Ivana Pikic-Jugovic, Jelena Matic-Bojic, Saša Puzić, Iva Odak, Sanja Brajković, Helene Dahlström, Gordana Galic, Matos de, Katinka Gøtzsche, A. Kozina, Ana Mlekuž, Lisa Paleczek, M. Rožman
The present paper focuses on teacher?s role in social justice and explores how teachers perceive and react upon diversity and inequality in their classrooms. Through a literature review, we aimed to answer three research questions: 1) what are diversity awareness and critical consciousness in education; 2) why are diversity awareness and critical consciousness important; and 3) how can diversity awareness and critical consciousness be supported in teachers. The literature review has revealed that most papers on teachers? diversity awareness and critical consciousness have been published within the last few years and that the importance of the two concepts has been recognized for a wide range of educators. There seems to be a growing interest in this topic due to the increase of the diversity in classrooms and the recognition of the teachers? role in addressing diversity and inequality. However, large-scale studies would be a needed contribution to the field, as most of the existing studies are small-scale. Based on this review, we argue that both diversity awareness and critical consciousness need to be supported through preservice and in-service teacher professional development programs, if we are to make education systems more inclusive for all.
{"title":"Teachers’ diversity awareness and critical consciousness - sine qua non of social justice in schools","authors":"Ivana Pikic-Jugovic, Jelena Matic-Bojic, Saša Puzić, Iva Odak, Sanja Brajković, Helene Dahlström, Gordana Galic, Matos de, Katinka Gøtzsche, A. Kozina, Ana Mlekuž, Lisa Paleczek, M. Rožman","doi":"10.2298/zipi2301189p","DOIUrl":"https://doi.org/10.2298/zipi2301189p","url":null,"abstract":"The present paper focuses on teacher?s role in social justice and explores how teachers perceive and react upon diversity and inequality in their classrooms. Through a literature review, we aimed to answer three research questions: 1) what are diversity awareness and critical consciousness in education; 2) why are diversity awareness and critical consciousness important; and 3) how can diversity awareness and critical consciousness be supported in teachers. The literature review has revealed that most papers on teachers? diversity awareness and critical consciousness have been published within the last few years and that the importance of the two concepts has been recognized for a wide range of educators. There seems to be a growing interest in this topic due to the increase of the diversity in classrooms and the recognition of the teachers? role in addressing diversity and inequality. However, large-scale studies would be a needed contribution to the field, as most of the existing studies are small-scale. Based on this review, we argue that both diversity awareness and critical consciousness need to be supported through preservice and in-service teacher professional development programs, if we are to make education systems more inclusive for all.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"6 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76052075","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}
M. Djordjević, Tamara Vukotic, N. Glumbić, P. Teovanović, Š. Golubović
Play is a natural state in which children enjoy and practice various cognitive, social, and motor skills. Play observations in the natural learning environment helps practitioners and researchers to develop appropriate intervention. Previous research based on observations in the natural learning environment indicates a large gap between the behavior of children with autism and that of their peers. Although autism occurs relatively frequently in twins, research on their play interaction is scarce. The aim of this research was to determine the dominant type of play and interaction in three pairs of twins with autism spectrum disorder in an everyday school environment, the duration of interactions, the most frequent initiators of interactions, and whether there was a difference with regard to whom the social interaction was directed. Six boys with autism, i.e., three pairs of twins, participated in this research. Data was collected by employing questionnaires (A general questionnaire; ZQYT; GARS-3), as well as through observations (The Social Interaction Coding Protocol). The twins? behavior and interaction were recorded by a video camera. The results showed that twins were most frequently involved in manipulative and repetitive play, somewhat less frequently in relational play, while they did not participate in symbolic play. There was no statistically significant difference in the duration of interactions when the initiator was a twin compared to those initiated by another child, while interactions initiated by a teacher lasted significantly longer. The twins interacted with their co-twin least frequently. Furthermore, research results indicated that simple socially directed behavior was the most common type of interaction, followed by coordinated socially directed behavior. The obtained results led to the conclusion that twins with autism most frequently participate in two types of play and that the duration of their interaction varies depending on whether the initiator is a child or an adult. In children with autism, play has a significant role in the educational context. Thus, the data obtained by observing the play of twins with autism is significant for practitioners when evaluating how play characteristics can be used to plan interventions for improving the social interactions of children with autism.
{"title":"Characteristics of play interaction in twins with autism spectrum disorder","authors":"M. Djordjević, Tamara Vukotic, N. Glumbić, P. Teovanović, Š. Golubović","doi":"10.2298/zipi2301211d","DOIUrl":"https://doi.org/10.2298/zipi2301211d","url":null,"abstract":"Play is a natural state in which children enjoy and practice various cognitive, social, and motor skills. Play observations in the natural learning environment helps practitioners and researchers to develop appropriate intervention. Previous research based on observations in the natural learning environment indicates a large gap between the behavior of children with autism and that of their peers. Although autism occurs relatively frequently in twins, research on their play interaction is scarce. The aim of this research was to determine the dominant type of play and interaction in three pairs of twins with autism spectrum disorder in an everyday school environment, the duration of interactions, the most frequent initiators of interactions, and whether there was a difference with regard to whom the social interaction was directed. Six boys with autism, i.e., three pairs of twins, participated in this research. Data was collected by employing questionnaires (A general questionnaire; ZQYT; GARS-3), as well as through observations (The Social Interaction Coding Protocol). The twins? behavior and interaction were recorded by a video camera. The results showed that twins were most frequently involved in manipulative and repetitive play, somewhat less frequently in relational play, while they did not participate in symbolic play. There was no statistically significant difference in the duration of interactions when the initiator was a twin compared to those initiated by another child, while interactions initiated by a teacher lasted significantly longer. The twins interacted with their co-twin least frequently. Furthermore, research results indicated that simple socially directed behavior was the most common type of interaction, followed by coordinated socially directed behavior. The obtained results led to the conclusion that twins with autism most frequently participate in two types of play and that the duration of their interaction varies depending on whether the initiator is a child or an adult. In children with autism, play has a significant role in the educational context. Thus, the data obtained by observing the play of twins with autism is significant for practitioners when evaluating how play characteristics can be used to plan interventions for improving the social interactions of children with autism.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"155 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73164447","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}
Marina Videnović, Milana Rajić, Ivana Stepanović-Ilić
During the COVID-19 pandemic lockdown, the education system moved to an online format. Parents of pre-schoolers therefore became the primary educators responsible for the sustainability of their children?s education. Communication with teachers was the only available support resource. The present study aimed to investigate the relationship between preschool teacher-parent communication (frequency, content of exchange, and satisfaction with the teacher?s support) and parental engagement in home-learning activities. An online questionnaire was sent to 1646 parents of children attending preschools. Multiple regression analysis indicated that the communication frequency between parents and preschool teachers was a significant predictor of parent engagement in home-learning activities, but the effects were small. Unexpectedly, parents more engaged in face-to-face home-learning activities were less satisfied with the teacher support. The study suggests that one-way digital communication with a clear role division between experts and parents has a limited effect on the parents? engagement and sustainability of preschool education in times of crisis.
{"title":"Preschool teacher-parent communication during COVID-19 pandemic lockdown: Relation to the parental engagement at home","authors":"Marina Videnović, Milana Rajić, Ivana Stepanović-Ilić","doi":"10.2298/zipi2301143v","DOIUrl":"https://doi.org/10.2298/zipi2301143v","url":null,"abstract":"During the COVID-19 pandemic lockdown, the education system moved to an online format. Parents of pre-schoolers therefore became the primary educators responsible for the sustainability of their children?s education. Communication with teachers was the only available support resource. The present study aimed to investigate the relationship between preschool teacher-parent communication (frequency, content of exchange, and satisfaction with the teacher?s support) and parental engagement in home-learning activities. An online questionnaire was sent to 1646 parents of children attending preschools. Multiple regression analysis indicated that the communication frequency between parents and preschool teachers was a significant predictor of parent engagement in home-learning activities, but the effects were small. Unexpectedly, parents more engaged in face-to-face home-learning activities were less satisfied with the teacher support. The study suggests that one-way digital communication with a clear role division between experts and parents has a limited effect on the parents? engagement and sustainability of preschool education in times of crisis.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"40 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90221236","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}
An authoritative parenting style and a high capacity for mentalization in adolescents have been recognized in the literature as a strong protective factor in preserving the mental health of adolescents. The aim of this research was to examine the predictive contribution of parenting styles to adolescents? capacity for mentalization. Two hundred high school students participated in the research (54.5% boys; the average age of the respondents was 17 years). The results of multiple regression analysis indicate that, when it comes to the parenting style of the mother, the dimensions of an authoritative style (regulation and connection) contribute significantly positively to an adolescent?s capacity for mentalization, while the dimensions of an authoritarian style (verbal hostility and non-reasoning) contribute significantly negatively to the development of this reflective function. When the father?s parenting style is taken into account, the dimension of an authoritative parenting style that significantly contributes to the development of mentalization is regulation, while the non-reasoning and physical coercion dimensions of an authoritarian style show a negative contribution. The main conclusion of the research is that the dimensions of an authoritative parenting style (connection and regulation) significantly contribute to the development of mentalization capacities in adolescents, while the dimensions of the authoritarian parenting style (verbal hostility of the mother, non-reasoning of both parents andphysical coercion of the father) negatively contribute to the development of mentalization. The basic pedagogical implications of the paper lead towards encouraging positive parenting styles, which would improve the overall development of children, as well as the development of their capacity for mentalization.
{"title":"Capacity for mentalization in adolescents: The contribution of parenting styles","authors":"Žana Živković-Rančić, J. Todorovic","doi":"10.2298/zipi2301093z","DOIUrl":"https://doi.org/10.2298/zipi2301093z","url":null,"abstract":"An authoritative parenting style and a high capacity for mentalization in adolescents have been recognized in the literature as a strong protective factor in preserving the mental health of adolescents. The aim of this research was to examine the predictive contribution of parenting styles to adolescents? capacity for mentalization. Two hundred high school students participated in the research (54.5% boys; the average age of the respondents was 17 years). The results of multiple regression analysis indicate that, when it comes to the parenting style of the mother, the dimensions of an authoritative style (regulation and connection) contribute significantly positively to an adolescent?s capacity for mentalization, while the dimensions of an authoritarian style (verbal hostility and non-reasoning) contribute significantly negatively to the development of this reflective function. When the father?s parenting style is taken into account, the dimension of an authoritative parenting style that significantly contributes to the development of mentalization is regulation, while the non-reasoning and physical coercion dimensions of an authoritarian style show a negative contribution. The main conclusion of the research is that the dimensions of an authoritative parenting style (connection and regulation) significantly contribute to the development of mentalization capacities in adolescents, while the dimensions of the authoritarian parenting style (verbal hostility of the mother, non-reasoning of both parents andphysical coercion of the father) negatively contribute to the development of mentalization. The basic pedagogical implications of the paper lead towards encouraging positive parenting styles, which would improve the overall development of children, as well as the development of their capacity for mentalization.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"47 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84762593","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}
According to previous studies, academic stress is related to both basic personality traits and emotional intelligence (EI) as a trait which has demonstrated its relevance in numerous research regarding stress and mental health domains. The present study sought to examine the role of trait EI in predicting academic-related stress, while controlling basic personality traits. A sample (N=288) completed: 1) Perceptions of Academic Stress (PAS) Scale, measuring intensity of academic-related stress, 2) HEXACO PI-R comprising traits Honesty-Humility, Emotionality, Extraversion, Agreeableness, Conscientiousness and Openness, and 3) the TEIQue, examining trait EI (encompassing factors Well-Being, Self-control, Emotionality, and Sociability). The subjects in this online research were students from the University of Belgrade. Four hierarchical regression models comprising the HEXACO traits (entered 1st) and trait EI factors (entered 2nd) as predictors, and academic stress variables as criterions variables, were tested. HEXACO traits explained 8-25% of variance, while predictors of the second block incrementally explained 5-7% of the variance in academic stress. The current data suggests that specific emotion-related personality dispositions encompassed by trait EI have a significant role in predicting academic-related stress and indicates its incremental predictive validity over basic personality traits. The practical implications of the obtained results refer to the importance of programs for planned, targeted stimulation of EI in the context of education.
{"title":"The role of personality traits and emotional intelligence in predicting academic stress among university students","authors":"L. Mijatović, Nevena Strižak","doi":"10.2298/zipi2301073m","DOIUrl":"https://doi.org/10.2298/zipi2301073m","url":null,"abstract":"According to previous studies, academic stress is related to both basic personality traits and emotional intelligence (EI) as a trait which has demonstrated its relevance in numerous research regarding stress and mental health domains. The present study sought to examine the role of trait EI in predicting academic-related stress, while controlling basic personality traits. A sample (N=288) completed: 1) Perceptions of Academic Stress (PAS) Scale, measuring intensity of academic-related stress, 2) HEXACO PI-R comprising traits Honesty-Humility, Emotionality, Extraversion, Agreeableness, Conscientiousness and Openness, and 3) the TEIQue, examining trait EI (encompassing factors Well-Being, Self-control, Emotionality, and Sociability). The subjects in this online research were students from the University of Belgrade. Four hierarchical regression models comprising the HEXACO traits (entered 1st) and trait EI factors (entered 2nd) as predictors, and academic stress variables as criterions variables, were tested. HEXACO traits explained 8-25% of variance, while predictors of the second block incrementally explained 5-7% of the variance in academic stress. The current data suggests that specific emotion-related personality dispositions encompassed by trait EI have a significant role in predicting academic-related stress and indicates its incremental predictive validity over basic personality traits. The practical implications of the obtained results refer to the importance of programs for planned, targeted stimulation of EI in the context of education.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"59 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90625138","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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