Jelena Vranjesevic, Radovan Cicvaric, Jelena Zunic-Cicvaric, Olja Jovanović
This study deals with child rights education (CRE) and content related competencies emerging from CRE framework that teachers need in order to ensure rights of the child within the education system. The goal of the research was to describe to what extent primary school teachers demonstrate CRE knowledge, skills of applying that knowledge in school context and the attitudes that support CRE. The survey included 930 teachers, using a questionnaire that examined their CRE knowledge, knowledge application/skills, and their attitudes/values about CRE. The results of the survey revealed that, among teachers, there is an insufficient level of knowledge and skills that are crucial to ensure respect and exercise of the rights of the child within the education system, and that they exhibit attitudes that point to misunderstanding of the meaning and significance behind certain child rights and the Convention as whole.
{"title":"Teachers’ perspectives on child rights education: Knowing, applying, believing","authors":"Jelena Vranjesevic, Radovan Cicvaric, Jelena Zunic-Cicvaric, Olja Jovanović","doi":"10.2298/zipi2202321v","DOIUrl":"https://doi.org/10.2298/zipi2202321v","url":null,"abstract":"This study deals with child rights education (CRE) and content related competencies emerging from CRE framework that teachers need in order to ensure rights of the child within the education system. The goal of the research was to describe to what extent primary school teachers demonstrate CRE knowledge, skills of applying that knowledge in school context and the attitudes that support CRE. The survey included 930 teachers, using a questionnaire that examined their CRE knowledge, knowledge application/skills, and their attitudes/values about CRE. The results of the survey revealed that, among teachers, there is an insufficient level of knowledge and skills that are crucial to ensure respect and exercise of the rights of the child within the education system, and that they exhibit attitudes that point to misunderstanding of the meaning and significance behind certain child rights and the Convention as whole.","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":"84233485","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}
Jelena Osmanović-Zajić, Jelena Ž. Maksimović, Natalija N. Lazić
The COVID-19 pandemic forced the transition to online teaching and learning in Serbian higher education. Therefore, this paper studies the results achieved at Serbian universities during the Covid-19 pandemic. The methods used are the descriptive method together with the scaling technique and the Likert scale. The sample included 400 tertiary-level students from Serbia. The obtained results showed both advantages and disadvantages of online university teaching and learning during the pandemic from the students? perspective, which might contribute to the improvement of this mode of teaching. (SOUV). Factor analysis was applied to determine the main variables that were used for further statistical data processing: the manner in which lectures and tutorials were held, the predominant teaching platforms used, the mode of examination and students? academic achievements during the pandemic. The results proved that online teaching could not replace the traditional mode of teaching. Moreover, the results showed that the predominant teaching platforms used were Google Meet, Zoom and Google Classroom. The majority of the students claimed that the main advantage of taking examinations online was saving time and money, whreas its main disadvantage was technical issues that could impede the process of examination. Also, this research proved that studying in time of the pandemic stimulated their digital literacy. The fact that the respondents stated both advantages and disadvantages of virtual teaching may contribute to the improvement of this manner of teaching. Thus, this paper aims to stimulate future research that will provide an indepth analysis of tertiary-level teaching during the pandemic.
{"title":"University education in Serbia during the COVID-19 pandemic - students’ perspective","authors":"Jelena Osmanović-Zajić, Jelena Ž. Maksimović, Natalija N. Lazić","doi":"10.2298/zipi2202279o","DOIUrl":"https://doi.org/10.2298/zipi2202279o","url":null,"abstract":"The COVID-19 pandemic forced the transition to online teaching and learning in Serbian higher education. Therefore, this paper studies the results achieved at Serbian universities during the Covid-19 pandemic. The methods used are the descriptive method together with the scaling technique and the Likert scale. The sample included 400 tertiary-level students from Serbia. The obtained results showed both advantages and disadvantages of online university teaching and learning during the pandemic from the students? perspective, which might contribute to the improvement of this mode of teaching. (SOUV). Factor analysis was applied to determine the main variables that were used for further statistical data processing: the manner in which lectures and tutorials were held, the predominant teaching platforms used, the mode of examination and students? academic achievements during the pandemic. The results proved that online teaching could not replace the traditional mode of teaching. Moreover, the results showed that the predominant teaching platforms used were Google Meet, Zoom and Google Classroom. The majority of the students claimed that the main advantage of taking examinations online was saving time and money, whreas its main disadvantage was technical issues that could impede the process of examination. Also, this research proved that studying in time of the pandemic stimulated their digital literacy. The fact that the respondents stated both advantages and disadvantages of virtual teaching may contribute to the improvement of this manner of teaching. Thus, this paper aims to stimulate future research that will provide an indepth analysis of tertiary-level teaching during the pandemic.","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":"75390611","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 study, the understanding of self-regulated learning as one of the key competences in contemporary education was based on Pintrich?s model of self-regulated learning. The goal was to examine the links between different motivational orientations and learning strategies among university students in Serbia and explore the relations between these variables on the one hand and academic achievement, gender, field of study, and year of study on the other. A total of 520 students enrolled in art, science, and social science studies at universities in Belgrade, Novi Sad, Nis, and Kragujevac filled out the Motivated Strategies for Learning Questionnaire (MSLQ). The obtained data were processed via a factor analysis, correlations, and non-parametric tests. We isolated six factors, including Self-Confidence and Orientation Towards Understanding, Elaboration and Metacognitive Self-Regulation Strategies, Critical Thinking and Orientation Towards Expanding Knowledge, Orientation Towards External Criteria Accompanied by Self- Discipline, Anxiety, and High Learning Motivation and Dedication to Achieving the Set Goals. The application of metacognitive self-regulation strategies could be linked to both intrinsic and extrinsic motivation. Students oriented towards external criteria exhibited higher levels of academic achievement. We identified gender differences in the application of elaboration and metacognitive self-regulation strategies in terms of learning motivation and anxiety levels. Art students were more prone to the use of the critical thinking strategy compared to science and social science students. In this paper, we highlight practical implications related to designing self-regulated learning courses for university teachers and students, along with recommendations for future research.
{"title":"Motivation and learning strategies among university students in Serbia","authors":"M. Vujačić, Snežana Mirkov, J. Stanišić","doi":"10.2298/zipi2202143b","DOIUrl":"https://doi.org/10.2298/zipi2202143b","url":null,"abstract":"In this study, the understanding of self-regulated learning as one of the key competences in contemporary education was based on Pintrich?s model of self-regulated learning. The goal was to examine the links between different motivational orientations and learning strategies among university students in Serbia and explore the relations between these variables on the one hand and academic achievement, gender, field of study, and year of study on the other. A total of 520 students enrolled in art, science, and social science studies at universities in Belgrade, Novi Sad, Nis, and Kragujevac filled out the Motivated Strategies for Learning Questionnaire (MSLQ). The obtained data were processed via a factor analysis, correlations, and non-parametric tests. We isolated six factors, including Self-Confidence and Orientation Towards Understanding, Elaboration and Metacognitive Self-Regulation Strategies, Critical Thinking and Orientation Towards Expanding Knowledge, Orientation Towards External Criteria Accompanied by Self- Discipline, Anxiety, and High Learning Motivation and Dedication to Achieving the Set Goals. The application of metacognitive self-regulation strategies could be linked to both intrinsic and extrinsic motivation. Students oriented towards external criteria exhibited higher levels of academic achievement. We identified gender differences in the application of elaboration and metacognitive self-regulation strategies in terms of learning motivation and anxiety levels. Art students were more prone to the use of the critical thinking strategy compared to science and social science students. In this paper, we highlight practical implications related to designing self-regulated learning courses for university teachers and students, along with recommendations for future research.","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":"90859643","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}
Understanding motivation for learning as a complex construct allows for education to be tailored to students? individual characteristics and needs. Although different combinations of motivational factors lead to different outcomes, there is still a remarkable scarcity of research on students? motivational profiles in science. To identify groups of fourth-graders characterized by different levels of intrinsic motivation and self-efficacy in science, we applied the person-centered approach. By conducting secondary analyses of data obtained via student questionnaires and science knowledge tests in TIMSS 2019 in Serbia, we examined motivational profiles? structure and relations to achievement as well as the membership of students of different genders and profile stability across two research cycles. The cluster analysis revealed four profiles characterized by different levels of intrinsic motivation, self-efficacy, and achievement. Students who reported higher levels of motivation and self-efficacy were more successful than students with lower scores on these variables. Students who reported the highest levels of self-efficacy and moderate levels of motivation demonstrated the highest achievement levels. This finding indicates that teachers need to use strategies for improving competencies and enhancing students? self-efficacy. It is necessary to examine contextual factors that might have contributed to the increase in the number of students who demonstrated low levels of intrinsic motivation and self-efficacy, and the lowest levels of achievement.
{"title":"Student motivational profiles in science: TIMSS 2019 in Serbia","authors":"Slavica Ševkušić, Snežana Mirkov, Nataša Lalić-Vučetić","doi":"10.2298/zipi2202117s","DOIUrl":"https://doi.org/10.2298/zipi2202117s","url":null,"abstract":"Understanding motivation for learning as a complex construct allows for education to be tailored to students? individual characteristics and needs. Although different combinations of motivational factors lead to different outcomes, there is still a remarkable scarcity of research on students? motivational profiles in science. To identify groups of fourth-graders characterized by different levels of intrinsic motivation and self-efficacy in science, we applied the person-centered approach. By conducting secondary analyses of data obtained via student questionnaires and science knowledge tests in TIMSS 2019 in Serbia, we examined motivational profiles? structure and relations to achievement as well as the membership of students of different genders and profile stability across two research cycles. The cluster analysis revealed four profiles characterized by different levels of intrinsic motivation, self-efficacy, and achievement. Students who reported higher levels of motivation and self-efficacy were more successful than students with lower scores on these variables. Students who reported the highest levels of self-efficacy and moderate levels of motivation demonstrated the highest achievement levels. This finding indicates that teachers need to use strategies for improving competencies and enhancing students? self-efficacy. It is necessary to examine contextual factors that might have contributed to the increase in the number of students who demonstrated low levels of intrinsic motivation and self-efficacy, and the lowest levels of 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":"85748925","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}
Milos Stojadinovic, Dušan Ristanović, Milorad Komnenovic
Project-based learning (PBL) is considered as an alternative to the traditional transmissive instructional approach. However, there is not a large number of meta-analytic studies that seek to synthesise findings of primary studies in order to assess overall effect of PBL on academic achievement, while in the national and regional research area such attempts are not present. This research had a goal of synthesising empirical findings about effects of PBL on academic achievement. Eighteen relevant studies (N = 2518) met the meta-analysis eligibility criteria. Statistical analysis under the assumption of random effects model points to a weak up to moderate effect of PBL on students? academic achievement (Hedges? g = .387 [95% CI: .027|.747], Z = 2.109, p = .035). Results justify further research of the concept of PBL and discover the optimal implementation methods for this instructional approach.
基于项目的学习(PBL)被认为是传统传播式教学方法的一种替代方法。然而，并没有大量的元分析研究试图综合初步研究的结果，以评估PBL对学术成就的总体影响，而在国家和区域研究领域也没有这样的尝试。本研究的目的是综合有关PBL对学业成绩影响的实证研究结果。18项相关研究(N = 2518)符合meta分析资格标准。在随机效应模型假设下的统计分析表明，PBL对学生的影响弱至中等。学术成就(对冲?g = .387 [95% CI: .027|]。[747]， Z = 2.109, p = 0.035)。结果证明了对PBL概念的进一步研究，并发现了这种教学方法的最佳实施方法。
{"title":"Еffects of project-based learning on academic achievement: A meta-analysis","authors":"Milos Stojadinovic, Dušan Ristanović, Milorad Komnenovic","doi":"10.2298/zipi2102261s","DOIUrl":"https://doi.org/10.2298/zipi2102261s","url":null,"abstract":"Project-based learning (PBL) is considered as an alternative to the traditional transmissive instructional approach. However, there is not a large number of meta-analytic studies that seek to synthesise findings of primary studies in order to assess overall effect of PBL on academic achievement, while in the national and regional research area such attempts are not present. This research had a goal of synthesising empirical findings about effects of PBL on academic achievement. Eighteen relevant studies (N = 2518) met the meta-analysis eligibility criteria. Statistical analysis under the assumption of random effects model points to a weak up to moderate effect of PBL on students? academic achievement (Hedges? g = .387 [95% CI: .027|.747], Z = 2.109, p = .035). Results justify further research of the concept of PBL and discover the optimal implementation methods for this instructional approach.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82406375","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}
Preparation and realisation of project-based learning with interdisciplinary approach in educational practice is a complex and challenging process which de?mands flexibility, openness, and persistence. The motivation of teachers to try, by means of reflection and experimentation, to innovate their educational practice pre?sents the base for this qualitative study. The goal of our research was to understand the experience of the teachers in preparation and realisation of project-based learning based on interdisciplinary approach, with the support of facilitators. The research was carried out by using the process of facilitation during school year 2018/2019 in a primary school in the centre of Belgrade. The participants were three teachers (of Serbian language and literature, Russian language, and music culture), as well as associates of the Institute for Educational Research with roles of facilitators and researchers. We used the group interview technique and semi-structured guide for the facilitation of group meetings. The interviews were audio-recorded, and their data were transcribed. We identified three themes in the narratives of the teachers: (1) beliefs of the teachers about project-based learning; (2) motivation and emotions of the teachers and students engaged in project-based learning; (3) challenges during preparation and implementation of project-based learning. It was concluded that the beliefs of the teachers about project-based learning had been changing over time with the support of facilitators, that their experience had been marked by motivational and emotional oscillations and that there had been numerous and various challenges during preparation and realisation of the learning. Project-based learning demands professional, motivational, emotional, and organisational support of various partici?pants in autonomy-supportive climate at school.
{"title":"The experience of teachers in realisation of project-based learning based on interdisciplinary approach","authors":"Dušica M. Malinić, J. Stanišić, Ivana Djeric","doi":"10.2298/zipi2101067m","DOIUrl":"https://doi.org/10.2298/zipi2101067m","url":null,"abstract":"Preparation and realisation of project-based learning with interdisciplinary approach in educational practice is a complex and challenging process which de?mands flexibility, openness, and persistence. The motivation of teachers to try, by means of reflection and experimentation, to innovate their educational practice pre?sents the base for this qualitative study. The goal of our research was to understand the experience of the teachers in preparation and realisation of project-based learning based on interdisciplinary approach, with the support of facilitators. The research was carried out by using the process of facilitation during school year 2018/2019 in a primary school in the centre of Belgrade. The participants were three teachers (of Serbian language and literature, Russian language, and music culture), as well as associates of the Institute for Educational Research with roles of facilitators and researchers. We used the group interview technique and semi-structured guide for the facilitation of group meetings. The interviews were audio-recorded, and their data were transcribed. We identified three themes in the narratives of the teachers: (1) beliefs of the teachers about project-based learning; (2) motivation and emotions of the teachers and students engaged in project-based learning; (3) challenges during preparation and implementation of project-based learning. It was concluded that the beliefs of the teachers about project-based learning had been changing over time with the support of facilitators, that their experience had been marked by motivational and emotional oscillations and that there had been numerous and various challenges during preparation and realisation of the learning. Project-based learning demands professional, motivational, emotional, and organisational support of various partici?pants in autonomy-supportive climate at school.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89830873","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}
Subjective well-being (SWB) has been an intensely studied domain of psychology, predominantly in the field of positive psychology. Due to the nature of teaching as an intellectually, physically and emotionally demanding profession, the last few decades have also witnessed a growing interest in teachers? SWB. The pres?ent study investigated pre-service teachers? (PTs) SWB and explored its relationship to teaching efficacy beliefs and occupational anxiety. A total of 261 PTs enrolled in English Language Teaching departments of five different universities in Turkey participated in the study. Data came from the scales of SWB, teachers? self-efficacy beliefs and occupational anxiety. The findings indicated that PTs had a high level of perceived SWB; female PTs had a significantly higher level of SWB than male ones; PTs? academic year and the type of university they were enrolled in had no signif?icant relationship with their SWB; and both self-efficacy beliefs and occupational anxiety served as significant predictors of PTs? SWB, together explaining 16.2% of the variance in their scores.
{"title":"An exploratory study on Turkish EFL pre-service teachers’ subjective wellbeing","authors":"G. Kurt, B. Demir, D. Atay","doi":"10.2298/zipi2101121k","DOIUrl":"https://doi.org/10.2298/zipi2101121k","url":null,"abstract":"Subjective well-being (SWB) has been an intensely studied domain of psychology, predominantly in the field of positive psychology. Due to the nature of teaching as an intellectually, physically and emotionally demanding profession, the last few decades have also witnessed a growing interest in teachers? SWB. The pres?ent study investigated pre-service teachers? (PTs) SWB and explored its relationship to teaching efficacy beliefs and occupational anxiety. A total of 261 PTs enrolled in English Language Teaching departments of five different universities in Turkey participated in the study. Data came from the scales of SWB, teachers? self-efficacy beliefs and occupational anxiety. The findings indicated that PTs had a high level of perceived SWB; female PTs had a significantly higher level of SWB than male ones; PTs? academic year and the type of university they were enrolled in had no signif?icant relationship with their SWB; and both self-efficacy beliefs and occupational anxiety served as significant predictors of PTs? SWB, together explaining 16.2% of the variance in their scores.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86850636","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}
Adopting a person-centred perspective, this study sought to determine preservice teachers? profiles based on their motivation for a teaching profession and compare them in terms of perceptions of the profession and satisfaction with career choice. An additional goal was to investigate potential differences between males and females, as well as prospective class and subject teachers. FIT-Choice scale was administered to 364 Serbian preservice teachers. A latent profile analysis identified three profiles. Disengaged negativists are distinguished by weak motivations, more negative perceptions of the teaching profession and the lowest satisfaction with the career choice, so this profile could be considered maladaptive. Uncritical Enthusiasts have the highest level of motivations and the most positive perceptions of task return. The profile named Autonomous realists is characterised by the lowest extrinsic and social influence motivation. The profiles differ with respect to gender, but no differences were observed between profiles in terms of educational background. Knowing about profiles can help in creating predictions about career paths and designing interventions that would be tailored to the needs of specific subgroups of Serbian preservice teachers.
{"title":"Preservice teachers’ motivation for a teaching career - a person-centred perspective","authors":"N. Šimić, Milica Marušić-Jablanović, D. Purić","doi":"10.2298/zipi2102207s","DOIUrl":"https://doi.org/10.2298/zipi2102207s","url":null,"abstract":"Adopting a person-centred perspective, this study sought to determine preservice teachers? profiles based on their motivation for a teaching profession and compare them in terms of perceptions of the profession and satisfaction with career choice. An additional goal was to investigate potential differences between males and females, as well as prospective class and subject teachers. FIT-Choice scale was administered to 364 Serbian preservice teachers. A latent profile analysis identified three profiles. Disengaged negativists are distinguished by weak motivations, more negative perceptions of the teaching profession and the lowest satisfaction with the career choice, so this profile could be considered maladaptive. Uncritical Enthusiasts have the highest level of motivations and the most positive perceptions of task return. The profile named Autonomous realists is characterised by the lowest extrinsic and social influence motivation. The profiles differ with respect to gender, but no differences were observed between profiles in terms of educational background. Knowing about profiles can help in creating predictions about career paths and designing interventions that would be tailored to the needs of specific subgroups of Serbian preservice teachers.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78751488","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 context has been disrupted by the ongoing COVID-19 pandemic. The aim of the study was to explore attitudes of pupils in Serbia toward distance education during the pandemic. Specifically, we aimed to explore the cognitive component of pupils? attitudes through their perception of positive and negative aspects of distance education, the motivational component based on the expressions of how distance education affects pupils? motivation to learn, and emotional component through verbal expressions of emotions toward distance education. The sample for the study included 110 pupils attending primary (5th to 8th grade) and secondary schools in Serbia. A semi-structured interview was employed. Data were analysed using qualitative content analysis. The findings suggest that majority of pupils have negative attitudes toward distance education and that they find insufficient interaction between teachers and pupils to be the major shortcoming of distance education. Positive aspects of distance education which could be preserved after the pandemic according to the participants? views are: communication between teachers and pupils using information technologies (IT), technical possibilities for a better presentation of learning topics and permanent availability of learning materials on online platforms. The study revealed the lack of intrinsic learning motivation and deficiencies in pupils? self-regulation of learning which are important to be overcome as they impede pupils? academic development both in distance and in classroom education.
{"title":"Pupils’ attitudes toward distance education during the COVID-19 pandemic","authors":"I. Stojković, M. Jelić","doi":"10.2298/zipi2102239s","DOIUrl":"https://doi.org/10.2298/zipi2102239s","url":null,"abstract":"The educational context has been disrupted by the ongoing COVID-19 pandemic. The aim of the study was to explore attitudes of pupils in Serbia toward distance education during the pandemic. Specifically, we aimed to explore the cognitive component of pupils? attitudes through their perception of positive and negative aspects of distance education, the motivational component based on the expressions of how distance education affects pupils? motivation to learn, and emotional component through verbal expressions of emotions toward distance education. The sample for the study included 110 pupils attending primary (5th to 8th grade) and secondary schools in Serbia. A semi-structured interview was employed. Data were analysed using qualitative content analysis. The findings suggest that majority of pupils have negative attitudes toward distance education and that they find insufficient interaction between teachers and pupils to be the major shortcoming of distance education. Positive aspects of distance education which could be preserved after the pandemic according to the participants? views are: communication between teachers and pupils using information technologies (IT), technical possibilities for a better presentation of learning topics and permanent availability of learning materials on online platforms. The study revealed the lack of intrinsic learning motivation and deficiencies in pupils? self-regulation of learning which are important to be overcome as they impede pupils? academic development both in distance and in classroom education.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88997499","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 Kovačević-Lepojević, N. Gutvajn, Tatjana Mentus-Kandic
Previous research recognises poor parental monitoring, negative parental upbringing practices and insecure attachment as risk factors of great importance for understanding externalising problems in adolescence. The aim of the research is to understand the role that affective attachment to parents plays in the interpretation of the relationship between parental monitoring and upbringing practices with externalising problems of adolescents. A total of 507 adolescents (209 males and 298 females), aged between 15 to 18 filled the questionnaires. Through the use of structural equation modelling, trust in parents is revealed as important mediator with systematic effect that deserves further attention. It is found that trust in parents, especially in mothers, is a more potent mediator for explaining the link between positive parenting and parental monitoring with aggressive behaviour than with rule-breaking behaviour. Results are discussed in the light of the importance of parent-adolescent relationship for externalising problems in adolescence.
{"title":"Control less, trust more: Parenting and externalising problems of adolescents","authors":"Marina Kovačević-Lepojević, N. Gutvajn, Tatjana Mentus-Kandic","doi":"10.2298/zipi2102281k","DOIUrl":"https://doi.org/10.2298/zipi2102281k","url":null,"abstract":"Previous research recognises poor parental monitoring, negative parental upbringing practices and insecure attachment as risk factors of great importance for understanding externalising problems in adolescence. The aim of the research is to understand the role that affective attachment to parents plays in the interpretation of the relationship between parental monitoring and upbringing practices with externalising problems of adolescents. A total of 507 adolescents (209 males and 298 females), aged between 15 to 18 filled the questionnaires. Through the use of structural equation modelling, trust in parents is revealed as important mediator with systematic effect that deserves further attention. It is found that trust in parents, especially in mothers, is a more potent mediator for explaining the link between positive parenting and parental monitoring with aggressive behaviour than with rule-breaking behaviour. Results are discussed in the light of the importance of parent-adolescent relationship for externalising problems in adolescence.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74961215","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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