Previous studies have shown that exposure to adverse life events is positively associated with a tendency towards antisocial behavior. However, results concerning relationships between antisocial behaviour and internal factors, such as personality traits, are not so consistent. The present study aimed to examine the effects of negative life events and Dark Tetrad traits (narcissism, Machiavellianism, psychopathy, and sadism) on different antisocial behaviors, including norm-breaking, aggression, vandalism, and drug use. The sample included 221 high school students (66% females) from three cities in Serbia. Results showed that negative life events significantly predicted norm-breaking, aggression, and vandalism, while such life events? power to predict drug use ceased once the dark traits were added to the regression model. In the case of dark traits, narcissism, psychopathy, and sadism positively predicted norm-breaking and aggression, while sadism also predicted vandalism. Machiavellianism did not significantly predict any of the antisocial behaviors. ?he results suggest that norm-breaking is largely explained by both negative life events and personality traits. Aggression, on the other hand, is better explained by personality traits. Finally, the examined factors contribute much less to the explanation of vandalism and drug use.The results are discussed in the context of possible prevention of antisocial behavior in adolescents.
{"title":"The effects of negative life events and dark tetrad traits on antisocial behaviour in adolescents","authors":"Mina Velimirović, Marija Bojanic, Bojana M. Dinić","doi":"10.2298/zipi2201061v","DOIUrl":"https://doi.org/10.2298/zipi2201061v","url":null,"abstract":"Previous studies have shown that exposure to adverse life events is positively associated with a tendency towards antisocial behavior. However, results concerning relationships between antisocial behaviour and internal factors, such as personality traits, are not so consistent. The present study aimed to examine the effects of negative life events and Dark Tetrad traits (narcissism, Machiavellianism, psychopathy, and sadism) on different antisocial behaviors, including norm-breaking, aggression, vandalism, and drug use. The sample included 221 high school students (66% females) from three cities in Serbia. Results showed that negative life events significantly predicted norm-breaking, aggression, and vandalism, while such life events? power to predict drug use ceased once the dark traits were added to the regression model. In the case of dark traits, narcissism, psychopathy, and sadism positively predicted norm-breaking and aggression, while sadism also predicted vandalism. Machiavellianism did not significantly predict any of the antisocial behaviors. ?he results suggest that norm-breaking is largely explained by both negative life events and personality traits. Aggression, on the other hand, is better explained by personality traits. Finally, the examined factors contribute much less to the explanation of vandalism and drug use.The results are discussed in the context of possible prevention of antisocial behavior in adolescents.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82868927","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 basic characteristic of teaching mathematics is an outstanding hierarchical connection of its contents, so it is important to promptly resolve possible ambiguities in understanding and applying mathematical concepts that we observe in students during their learning. In situations when students fail to achieve satisfactory results during regular classes, it is necessary to organize supplementary classes to improve their results as a means of pedagogical intervention. In this paper our goal was to present the planning and implementation of supplementary teaching of mathematics in primary education in Croatia. The results of the empirical part of the research conducted among 198 primary school teachers through the survey showed us how primary school teachers prepare supplementary mathematics classes, i.e. what they consider to be the key aspects in planning. Descriptive analysis, factor analysis, t-test for independent samples, one-way analysis of variance for independent samples and correlation analysis were used in the data analysis. Results showed that teachers understand the importance of involving students with different types of difficulties and the adaptation of teaching methods during supplementary mathematics classes. They are aware that students need more help so they involve students? parents. The obtained research results are an incentive for teachers to think when planning quality supplementary classes in order to help each student in need as efficiently as possible.
{"title":"Primary school teachers’ experience in the planning and implementation of supplementary teaching of mathematics","authors":"Ines Blazevic, Irena Mišurac, Josipa Juric","doi":"10.2298/zipi2201027b","DOIUrl":"https://doi.org/10.2298/zipi2201027b","url":null,"abstract":"The basic characteristic of teaching mathematics is an outstanding hierarchical connection of its contents, so it is important to promptly resolve possible ambiguities in understanding and applying mathematical concepts that we observe in students during their learning. In situations when students fail to achieve satisfactory results during regular classes, it is necessary to organize supplementary classes to improve their results as a means of pedagogical intervention. In this paper our goal was to present the planning and implementation of supplementary teaching of mathematics in primary education in Croatia. The results of the empirical part of the research conducted among 198 primary school teachers through the survey showed us how primary school teachers prepare supplementary mathematics classes, i.e. what they consider to be the key aspects in planning. Descriptive analysis, factor analysis, t-test for independent samples, one-way analysis of variance for independent samples and correlation analysis were used in the data analysis. Results showed that teachers understand the importance of involving students with different types of difficulties and the adaptation of teaching methods during supplementary mathematics classes. They are aware that students need more help so they involve students? parents. The obtained research results are an incentive for teachers to think when planning quality supplementary classes in order to help each student in need as efficiently as possible.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88782072","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 educational process is saturated with evaluative situations, which often provoke a specific subtype of anxiety known as test anxiety. Since test anxiety is not a reliable direct predictor of achievement, contemporary research has consistently highlighted the need to explore how this situation-specific trait indirectly affects success through various mediation and moderation processes. The goal of this study was to determine the existence and nature of complex moderated and mediated relationships between the level of test anxiety, coping mechanisms, maladaptive perfectionism, and academic achievement. The survey was conducted on a sample of 263 students. The instruments used for data collection included the Test Anxiety Inventory, the Coping Inventory for Task Stress, and the Discrepancy subscale from the Almost Perfect Scale-Revised. Academic success was expressed through the number of points achieved on a pre-exam knowledge test. According to the results, maladaptive perfectionism proved to be a statistically significant moderator in the relationship between test anxiety and avoidance as a coping mechanism. In students with moderate maladaptive perfectionism, test anxiety indirectly predicted lower achievement through emotion-focused coping mechanisms. In subjects with high levels of maladaptive perfectionism, test anxiety indirectly predicted better performance through avoidance. The article discusses educational guidelines for reducing the negative effects of test anxiety and maladaptive perfectionism on achievement.
{"title":"Test anxiety, coping, and academic achievement: Maladaptive perfectionism as a moderator","authors":"Ana Genc","doi":"10.2298/zipi2202167g","DOIUrl":"https://doi.org/10.2298/zipi2202167g","url":null,"abstract":"The educational process is saturated with evaluative situations, which often provoke a specific subtype of anxiety known as test anxiety. Since test anxiety is not a reliable direct predictor of achievement, contemporary research has consistently highlighted the need to explore how this situation-specific trait indirectly affects success through various mediation and moderation processes. The goal of this study was to determine the existence and nature of complex moderated and mediated relationships between the level of test anxiety, coping mechanisms, maladaptive perfectionism, and academic achievement. The survey was conducted on a sample of 263 students. The instruments used for data collection included the Test Anxiety Inventory, the Coping Inventory for Task Stress, and the Discrepancy subscale from the Almost Perfect Scale-Revised. Academic success was expressed through the number of points achieved on a pre-exam knowledge test. According to the results, maladaptive perfectionism proved to be a statistically significant moderator in the relationship between test anxiety and avoidance as a coping mechanism. In students with moderate maladaptive perfectionism, test anxiety indirectly predicted lower achievement through emotion-focused coping mechanisms. In subjects with high levels of maladaptive perfectionism, test anxiety indirectly predicted better performance through avoidance. The article discusses educational guidelines for reducing the negative effects of test anxiety and maladaptive perfectionism on achievement.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81208643","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 research aimed to investigate which factors contribute to the work engagement of preschool, elementary, and middle school teachers in Croatia. Factors contributing to work engagement include social, work-related factors, and demographic characteristics. A total of 548 teachers participated in the research. The results indicated differences in work engagement between the three groups of teachers, with preschool and primary teachers reporting higher absorption and dedication compared to middle school teachers. The length of working experience was positively related to vigour and absorption. As for the social factors, children and parents proved to be factors contributing significantly to work engagement, while administration and colleagues did not prove relevant for any component of work engagement. It is possible to conclude that quality work with children and parents contributes to higher engagement, as does job security and lack of time pressure at work.
{"title":"Teachers’ work engagement: the contribution of demographic, work-related, and social factors","authors":"Maja Ljubetić, Toni Maglica, Ina Reic-Ercegovac","doi":"10.2298/zipi2201083l","DOIUrl":"https://doi.org/10.2298/zipi2201083l","url":null,"abstract":"This research aimed to investigate which factors contribute to the work engagement of preschool, elementary, and middle school teachers in Croatia. Factors contributing to work engagement include social, work-related factors, and demographic characteristics. A total of 548 teachers participated in the research. The results indicated differences in work engagement between the three groups of teachers, with preschool and primary teachers reporting higher absorption and dedication compared to middle school teachers. The length of working experience was positively related to vigour and absorption. As for the social factors, children and parents proved to be factors contributing significantly to work engagement, while administration and colleagues did not prove relevant for any component of work engagement. It is possible to conclude that quality work with children and parents contributes to higher engagement, as does job security and lack of time pressure at work.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87288802","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}
Future educators will face various challenges in their careers that will require a resilient response, and the covid-19 epidemic is just one of many. In this regard, we wanted to find out how students, future educators, assess their own resilient protective factors, how those relate to each other and which of them play a central role. The in-person survey involved 249 students who completed an anonymous questionnaire by self-assessing twelve protective factors of resilience. We used the Pearson correlation coefficient to determine the correlation between resilient factors and establish a network of interconnectedness between them. The results revealed that solution-focused behaviour (which is related to ability to identify challenges) has a central role in students? resilience. We assumed that one protective factor could contribute to the creation of new protective factors (e. g. focused on identifying challenges correlates with focus on finding solutions to them by using creative approaches, experiencing competence and success and orientation towards lifelong learning). However, this assumption should be further explored.
{"title":"Self-assessment of resilience of future educators in crisis","authors":"Karmen Drljić","doi":"10.2298/zipi2202223d","DOIUrl":"https://doi.org/10.2298/zipi2202223d","url":null,"abstract":"Future educators will face various challenges in their careers that will require a resilient response, and the covid-19 epidemic is just one of many. In this regard, we wanted to find out how students, future educators, assess their own resilient protective factors, how those relate to each other and which of them play a central role. The in-person survey involved 249 students who completed an anonymous questionnaire by self-assessing twelve protective factors of resilience. We used the Pearson correlation coefficient to determine the correlation between resilient factors and establish a network of interconnectedness between them. The results revealed that solution-focused behaviour (which is related to ability to identify challenges) has a central role in students? resilience. We assumed that one protective factor could contribute to the creation of new protective factors (e. g. focused on identifying challenges correlates with focus on finding solutions to them by using creative approaches, experiencing competence and success and orientation towards lifelong learning). However, this assumption should be further explored.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78434199","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, Olivera Knežević-Florić, Dejan Djordjic
School connectedness is a significant construct that has various positive outcomes for students, so it is important to investigate its determinants. Students? connectedness to school depends on their interaction with teachers. The aim of this study was to examine the relationship between teachers? support and students? perceptions of school connectedness. Participants were 325 students from 29 high school classes. Data were collected using research tools for assessing students? perceptions of teachers? support, homeroom teachers? support, and school connectedness. Multilevel modeling was applied, since students were nested within classrooms. The obtained results revealed that, after controlling the effects of gender and type of school, the teacher?s support significantly predicted the students? connectedness to school at the individual (student) level. In addition, class-level homeroom teacher?s support was positively associated with students? school connectedness at the class level. The relation between teachers? support and students? school connectedness did not significantly vary across classes. This study indicates that teachers? support plays an important role in fostering students? connectedness to school. Implications of this study are relevant for teachers? initial education and professional development.
{"title":"Teachers’ support and students’ perceptions of school connectedness: A multilevel study","authors":"S. Ninković, Olivera Knežević-Florić, Dejan Djordjic","doi":"10.2298/zipi2201041n","DOIUrl":"https://doi.org/10.2298/zipi2201041n","url":null,"abstract":"School connectedness is a significant construct that has various positive outcomes for students, so it is important to investigate its determinants. Students? connectedness to school depends on their interaction with teachers. The aim of this study was to examine the relationship between teachers? support and students? perceptions of school connectedness. Participants were 325 students from 29 high school classes. Data were collected using research tools for assessing students? perceptions of teachers? support, homeroom teachers? support, and school connectedness. Multilevel modeling was applied, since students were nested within classrooms. The obtained results revealed that, after controlling the effects of gender and type of school, the teacher?s support significantly predicted the students? connectedness to school at the individual (student) level. In addition, class-level homeroom teacher?s support was positively associated with students? school connectedness at the class level. The relation between teachers? support and students? school connectedness did not significantly vary across classes. This study indicates that teachers? support plays an important role in fostering students? connectedness to school. Implications of this study are relevant for teachers? initial education and professional development.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89663622","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 this paper, we present an exploratory study on tensions in teacher professional identity based on the Model of Agonistic Self. The sample comprised nine class and subject teachers employed at two primary schools in Belgrade. The research was conceived as a multiple-case study in which thematic analysis was used as an auxiliary method for analyzing the data obtained via a semi-structured interview. The criterion for the selection of tense situations was the presence of one of the four types of tense relations in the agonistic self: acceptance with critique, productive tension, acute conflict, and permanent conflict. These relations were interpreted as different forms of psychosocial dynamics and ways of resolving psychological tension among participants. Subsequently, we thematically categorized the selected situations. We identified nine themes in relation to which our participants had professional dilemmas. Our findings indicate that the same professional dilemma within a teacher?s self can manifest itself in different kinds of tense relations. This suggests that it is not sufficient to direct research attention towards the content of the narratives about professional dilemmas, but that it is also necessary to explore different mechanisms of psychosocial dynamics through which these tensions develop and get resolved. This perspective on teachers? professional dilemmas represents a contribution to the creation of new models and the refinement of existing models of teacher professional development.
{"title":"“I am tilting at windmills”: Tensions in teacher professional identity from the perspective of the model of the agonistic self","authors":"Vladimir Džinović, S. Grbić, D. Vesić","doi":"10.2298/zipi2202189d","DOIUrl":"https://doi.org/10.2298/zipi2202189d","url":null,"abstract":"In this paper, we present an exploratory study on tensions in teacher professional identity based on the Model of Agonistic Self. The sample comprised nine class and subject teachers employed at two primary schools in Belgrade. The research was conceived as a multiple-case study in which thematic analysis was used as an auxiliary method for analyzing the data obtained via a semi-structured interview. The criterion for the selection of tense situations was the presence of one of the four types of tense relations in the agonistic self: acceptance with critique, productive tension, acute conflict, and permanent conflict. These relations were interpreted as different forms of psychosocial dynamics and ways of resolving psychological tension among participants. Subsequently, we thematically categorized the selected situations. We identified nine themes in relation to which our participants had professional dilemmas. Our findings indicate that the same professional dilemma within a teacher?s self can manifest itself in different kinds of tense relations. This suggests that it is not sufficient to direct research attention towards the content of the narratives about professional dilemmas, but that it is also necessary to explore different mechanisms of psychosocial dynamics through which these tensions develop and get resolved. This perspective on teachers? professional dilemmas represents a contribution to the creation of new models and the refinement of existing models of teacher professional development.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87115288","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 state of emergency was declared in Serbia in the spring of 2020 due to the pandemic of the new disease, COVID-19. As a result, distance learning was introduced for the first time at Serbian universities - online learning in utterly specific crisis circumstances caused by the outbreak of the pandemic of a completely unknown infectious disease. This model of learning was adjusted to that fact in the form of emergency remote teaching. The paper presents the results of examining the attitudes of female students of teacher education faculties in Serbia regarding the efficiency and sustainability of the distance learning model in which they gained experience. The sample included 399 female students, who completed an online survey designed for the purposes of this research. The results of the survey showed the strengths and weaknesses of distance learning as a formerly untapped potential in higher education in Serbia, which specifically refers to the teaching model applied during the state of emergency introduced due to the crisis caused by the COVID-19 pandemic. Also, the differences in the knowledge of digital technologies by the professors came to the fore in terms of the methods that the professors used in their work. The results suggest that distance learning can be a useful tool in the process of knowledge transfer in higher education, but that final year students are most affected by the inability to acquire knowledge in practice that cannot be virtually compensated, which is a very important step in their work training, as well as the pronounced general problem of lack of social interaction and meeting social needs, arising as a result of the pandemic. In contrast, increased leisure time and health reasons stand out as the main advantages of the new teaching model, which is significantly characterized by the crisis environment.
{"title":"University classes during the state of emergency in Serbia introduced after the outbreak of the COVID-19 pandemic crisis: Students’ attitudes","authors":"U. Šuvaković, Ivko Nikolić, J. Petrović","doi":"10.2298/zipi2202241s","DOIUrl":"https://doi.org/10.2298/zipi2202241s","url":null,"abstract":"The state of emergency was declared in Serbia in the spring of 2020 due to the pandemic of the new disease, COVID-19. As a result, distance learning was introduced for the first time at Serbian universities - online learning in utterly specific crisis circumstances caused by the outbreak of the pandemic of a completely unknown infectious disease. This model of learning was adjusted to that fact in the form of emergency remote teaching. The paper presents the results of examining the attitudes of female students of teacher education faculties in Serbia regarding the efficiency and sustainability of the distance learning model in which they gained experience. The sample included 399 female students, who completed an online survey designed for the purposes of this research. The results of the survey showed the strengths and weaknesses of distance learning as a formerly untapped potential in higher education in Serbia, which specifically refers to the teaching model applied during the state of emergency introduced due to the crisis caused by the COVID-19 pandemic. Also, the differences in the knowledge of digital technologies by the professors came to the fore in terms of the methods that the professors used in their work. The results suggest that distance learning can be a useful tool in the process of knowledge transfer in higher education, but that final year students are most affected by the inability to acquire knowledge in practice that cannot be virtually compensated, which is a very important step in their work training, as well as the pronounced general problem of lack of social interaction and meeting social needs, arising as a result of the pandemic. In contrast, increased leisure time and health reasons stand out as the main advantages of the new teaching model, which is significantly characterized by the crisis environment.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83560552","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}
B. Randjelovic, Jelena Stevanovic, Emilija Lazarević
A significant and insufficiently studied problem in the education in our country is the quality of textbook language. It is vital to address the issue from students? perspective (to whom this teaching aid is primarily intended), which, among other things, enables to analyse whether the textbook presents the support for students to learn, but also to examine the extent to which the textbook can help students improve their basic abilities, primarily linguistic and cognitive. Therefore, the aim of this paper is to examine how fifth graders understand the language of mathematics textbooks. Students (N = 209) of the said age from three Belgrade primary schools participated in the research. The students were asked to mark language units whose meaning they did not understand in two lessons (studied and nonstudied) in mathematics textbooks. The results indicate that there are several types of linguistic units that students evaluate as incomprehensible: words, syntagms, and sentences. They also reveal that the students understand better the language of familiar than that of unfamiliar lesson, which indicates that they would not be able to master the knowledge from these textbooks independently. In the familiar lesson, significantly more students do not understand words and syntagms belonging to general lexical system of Serbian language. In the unfamiliar lesson, however, significant percentage of students does not understand meanings of the sentences used (seven sentences in average). The students with a better grade in mathematics marked fewer unclear sentences in both familiar and unfamiliar lesson. The obtained results could be used in improving the quality of the language in mathematics textbooks, as well as in raising students? language competence.
{"title":"How do fifth graders understand the language of mathematics textbooks?","authors":"B. Randjelovic, Jelena Stevanovic, Emilija Lazarević","doi":"10.2298/zipi2201005r","DOIUrl":"https://doi.org/10.2298/zipi2201005r","url":null,"abstract":"A significant and insufficiently studied problem in the education in our country is the quality of textbook language. It is vital to address the issue from students? perspective (to whom this teaching aid is primarily intended), which, among other things, enables to analyse whether the textbook presents the support for students to learn, but also to examine the extent to which the textbook can help students improve their basic abilities, primarily linguistic and cognitive. Therefore, the aim of this paper is to examine how fifth graders understand the language of mathematics textbooks. Students (N = 209) of the said age from three Belgrade primary schools participated in the research. The students were asked to mark language units whose meaning they did not understand in two lessons (studied and nonstudied) in mathematics textbooks. The results indicate that there are several types of linguistic units that students evaluate as incomprehensible: words, syntagms, and sentences. They also reveal that the students understand better the language of familiar than that of unfamiliar lesson, which indicates that they would not be able to master the knowledge from these textbooks independently. In the familiar lesson, significantly more students do not understand words and syntagms belonging to general lexical system of Serbian language. In the unfamiliar lesson, however, significant percentage of students does not understand meanings of the sentences used (seven sentences in average). The students with a better grade in mathematics marked fewer unclear sentences in both familiar and unfamiliar lesson. The obtained results could be used in improving the quality of the language in mathematics textbooks, as well as in raising students? language competence.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75779521","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 aim of the research was to determine the effectiveness of teaching physical and health education in the fourth grade of primary school in relation to the teachers? professional competence. The sample of 242 subjects, aged 10, consisted of male and female students of the fourth grade of elementary schools in Nis, Serbia. The sample included two subsamples, one consisting of 124 respondents who attended classes under the guidance of physical and health education teacher (experimental group) and the other of 118 respondents who attended classes under the guidance of generalist teacher (control group). The teaching content, intended for both groups of students, was taught during one semester based on the physical and health education curriculum for the fourth grade of elementary school, and the concept of the experiment is that one group was guided by a physical and health education teacher, and the other by a generalist teacher. The sample of variables included six situational-motor and seven motor tests. The abilities monitored in this paper (explosive leg strength, speed, flexibility, balance and situational motor abilities) were tested by initial and final testing. The results showed that there was a statistically significant effectiveness of teaching physical and health education on the development of motor and situational-motor abilities under the guidance of physical and health education teacher in comparison to classes taught by generalist teacher.
{"title":"Effectiveness of teaching physical and health education in the fourth grade of primary school in relation to teacher’s professional competence","authors":"D. Milenkovic","doi":"10.2298/zipi2202299m","DOIUrl":"https://doi.org/10.2298/zipi2202299m","url":null,"abstract":"The aim of the research was to determine the effectiveness of teaching physical and health education in the fourth grade of primary school in relation to the teachers? professional competence. The sample of 242 subjects, aged 10, consisted of male and female students of the fourth grade of elementary schools in Nis, Serbia. The sample included two subsamples, one consisting of 124 respondents who attended classes under the guidance of physical and health education teacher (experimental group) and the other of 118 respondents who attended classes under the guidance of generalist teacher (control group). The teaching content, intended for both groups of students, was taught during one semester based on the physical and health education curriculum for the fourth grade of elementary school, and the concept of the experiment is that one group was guided by a physical and health education teacher, and the other by a generalist teacher. The sample of variables included six situational-motor and seven motor tests. The abilities monitored in this paper (explosive leg strength, speed, flexibility, balance and situational motor abilities) were tested by initial and final testing. The results showed that there was a statistically significant effectiveness of teaching physical and health education on the development of motor and situational-motor abilities under the guidance of physical and health education teacher in comparison to classes taught by generalist teacher.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78699303","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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