Reading literacy is a complex competence that consists of a series of functionally applicable knowledge, skills, attitudes and strategies that the individual gains and uses through formal and informal education and through everyday life. In addition to the skills, which allow the reader to understand individual words and sentences, the backbone of the development of reading literacy is the development of skills and processes that allow them to construct the meaning of the entirety of the text. Mastering these skills paves the way for children to transition from the learning- to-read phase to the reading-to-learn phase, which should take place towards the end of the first cycle of compulsory education. This is why the aim of this study was to explore in detail the difficulties that pupils face at the end of the 4th grade, regarding reading comprehension. The study included 170 pupils from Belgrade. The study was conducted in groups and lasted for one school period. The study used 50 tasks that previous research had shown reliably tested different levels of reading comprehension at the given age. The tasks were divided into six blocks (6 to 9 tasks per block), and each child did two blocks of tasks (incomplete study design). All the incorrect answers were analysed in detail against the type of requirement that the specific task had, and they were classified according to the type of mistake that the child made. The results showed that at the end of the 4th grade a significant number of students had not developed skills that comprise the backbone for reading comprehension, based on which we concluded that their capacity to use reading as a tool of learning and development was somewhat limited.
{"title":"From ”learning to read” to ”reading to learn”: An analysis of the reading mistakes made by students","authors":"Nevena Budjevac","doi":"10.2298/zipi1902573b","DOIUrl":"https://doi.org/10.2298/zipi1902573b","url":null,"abstract":"Reading literacy is a complex competence that consists of a series of functionally applicable knowledge, skills, attitudes and strategies that the individual gains and uses through formal and informal education and through everyday life. In addition to the skills, which allow the reader to understand individual words and sentences, the backbone of the development of reading literacy is the development of skills and processes that allow them to construct the meaning of the entirety of the text. Mastering these skills paves the way for children to transition from the learning- to-read phase to the reading-to-learn phase, which should take place towards the end of the first cycle of compulsory education. This is why the aim of this study was to explore in detail the difficulties that pupils face at the end of the 4th grade, regarding reading comprehension. The study included 170 pupils from Belgrade. The study was conducted in groups and lasted for one school period. The study used 50 tasks that previous research had shown reliably tested different levels of reading comprehension at the given age. The tasks were divided into six blocks (6 to 9 tasks per block), and each child did two blocks of tasks (incomplete study design). All the incorrect answers were analysed in detail against the type of requirement that the specific task had, and they were classified according to the type of mistake that the child made. The results showed that at the end of the 4th grade a significant number of students had not developed skills that comprise the backbone for reading comprehension, based on which we concluded that their capacity to use reading as a tool of learning and development was somewhat limited.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"11 8 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78798587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper presents the results of a study of the opinion of the fourth grade primary school students (N=60) from Sombor, Serbia, about the role of the textbook Nature and Society in the adoption of social contents. The aim of the study is to determine students? opinions about how the textbook assists them in adopting social contents and how this knowledge can be useful in the real life context, which can be a relevant starting point for improving the quality of textbooks. Qualitative methodology was used to analyse the obtained data. Focus group discussions pointed to problems about the presentation of social contents in the textbooks: extensive texts that must be memorised; the lack of explanations in the text; insufficient coherence of the text, which is the reason why the adoption of social contents require assistance in the interpretation of the text. Moreover, there is a problem in the relation between the text and visual displays; the examples given do not sound familiar to students, the text is not related to the real life context, which limits the usability of social knowledge adopted from the textbook. The students? answers refer to key standards of the textbook quality (the quality of the contents, the quality of the didactic design, the quality of the language used in the textbook), and indicate that the textbook that students use does not contribute to the process of learning complex social phenomena.
{"title":"How students view the role of the textbook nature and society in the adoption of social contents","authors":"R. A. Trbojevic, Svetlana Španović, V. Hus","doi":"10.2298/ZIPI1901128T","DOIUrl":"https://doi.org/10.2298/ZIPI1901128T","url":null,"abstract":"The paper presents the results of a study of the opinion of the fourth grade primary school students (N=60) from Sombor, Serbia, about the role of the textbook Nature and Society in the adoption of social contents. The aim of the study is to determine students? opinions about how the textbook assists them in adopting social contents and how this knowledge can be useful in the real life context, which can be a relevant starting point for improving the quality of textbooks. Qualitative methodology was used to analyse the obtained data. Focus group discussions pointed to problems about the presentation of social contents in the textbooks: extensive texts that must be memorised; the lack of explanations in the text; insufficient coherence of the text, which is the reason why the adoption of social contents require assistance in the interpretation of the text. Moreover, there is a problem in the relation between the text and visual displays; the examples given do not sound familiar to students, the text is not related to the real life context, which limits the usability of social knowledge adopted from the textbook. The students? answers refer to key standards of the textbook quality (the quality of the contents, the quality of the didactic design, the quality of the language used in the textbook), and indicate that the textbook that students use does not contribute to the process of learning complex social phenomena.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"23 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72682836","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}
I. S. Kudinov, S. Kudinov, B. I. Kudinova, B. Mihailova, K. K. Avagian
The article presents the results of an empirical research on patriotism and ethnic identity in Russian (N=187) and Kazakh students (N=156). The research was conducted with the aim of determining similarities and differences in patriotism and ethnic identity characteristics between these two groups of young people. The work uses a set of the following instruments: ?Ethnic Identity Types?, ?Who Am I??, ?The Scale of Expressive Assessment of Feelings Connected with Ethnic Identity?, ?The Scale of Expressive Assessment of Ethnic Identity Manifestation? and ?Patriogramme?. The results obtained show that Kazakh students have a higher level of patriotism in comparison with their Russian colleagues. Despite the similarity in ethnic identity manifestation between Russian and Kazakh students, Russian students manifest their ethnic identity more moderately than Kazakh students. Besides positive ethnic identity, Kazakh students reveal a tendency towards ethnic superiority: they are more committed to their national traditions, customs, culture and language and more intolerant of intrusion into their national and ethnic space than Russian students. The results obtained by the research can be used in the pedagogical work for stimulating positive aspects of patriotism and ethnic identity developing in young people living in the contemporary multicultural and polyethnic world.
{"title":"The differences in ethnic identity and patriotism characteristics between Russian and Kazakh students","authors":"I. S. Kudinov, S. Kudinov, B. I. Kudinova, B. Mihailova, K. K. Avagian","doi":"10.2298/ZIPI1901285K","DOIUrl":"https://doi.org/10.2298/ZIPI1901285K","url":null,"abstract":"The article presents the results of an empirical research on patriotism and ethnic identity in Russian (N=187) and Kazakh students (N=156). The research was conducted with the aim of determining similarities and differences in patriotism and ethnic identity characteristics between these two groups of young people. The work uses a set of the following instruments: ?Ethnic Identity Types?, ?Who Am I??, ?The Scale of Expressive Assessment of Feelings Connected with Ethnic Identity?, ?The Scale of Expressive Assessment of Ethnic Identity Manifestation? and ?Patriogramme?. The results obtained show that Kazakh students have a higher level of patriotism in comparison with their Russian colleagues. Despite the similarity in ethnic identity manifestation between Russian and Kazakh students, Russian students manifest their ethnic identity more moderately than Kazakh students. Besides positive ethnic identity, Kazakh students reveal a tendency towards ethnic superiority: they are more committed to their national traditions, customs, culture and language and more intolerant of intrusion into their national and ethnic space than Russian students. The results obtained by the research can be used in the pedagogical work for stimulating positive aspects of patriotism and ethnic identity developing in young people living in the contemporary multicultural and polyethnic world.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"34 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78292032","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 our country, research about students? vision of their future professions are very rare. When it comes to fine arts students, these research does not exist at all. There is always a myth associated with the understanding of the personality of artists, and they are considered to be specific, charismatic persons, who have a strong motivation and a need to perform creative work. However, this myth has been challenged in the last decades due to the commercialisation of art. Therefore, in this paper, we will deal with their visions of their professional life and work. The aim of the research is to examine how the future artists visualise their professional life and whether the idea of a charismatic myth is present in their visions or whether they are perhaps shaped by requirements of the current situation in the field of culture and art in our country. The sample included 39 students of the fourth year of the Faculty of Fine Arts in Belgrade. In the processing of data, we applied the qualitative thematic analysis of the content obtained based on the written testimonies given in the form of a story. The results of the research indicate that the ideas of a charismatic myth are a central motive in the narratives of students and that they are interwoven with the uncertain image of their future profession and their unpreparedness for new roles in society. The paper presents the implications related to higher education policies at faculties of fine arts, as well as the recommendations for further research in this field.
{"title":"Visions of students of faculty of fine arts of professional life and work","authors":"M. Vujačić, D. Vesić, Aleksandra Joksimović","doi":"10.2298/ZIPI1901326V","DOIUrl":"https://doi.org/10.2298/ZIPI1901326V","url":null,"abstract":"In our country, research about students? vision of their future professions are very rare. When it comes to fine arts students, these research does not exist at all. There is always a myth associated with the understanding of the personality of artists, and they are considered to be specific, charismatic persons, who have a strong motivation and a need to perform creative work. However, this myth has been challenged in the last decades due to the commercialisation of art. Therefore, in this paper, we will deal with their visions of their professional life and work. The aim of the research is to examine how the future artists visualise their professional life and whether the idea of a charismatic myth is present in their visions or whether they are perhaps shaped by requirements of the current situation in the field of culture and art in our country. The sample included 39 students of the fourth year of the Faculty of Fine Arts in Belgrade. In the processing of data, we applied the qualitative thematic analysis of the content obtained based on the written testimonies given in the form of a story. The results of the research indicate that the ideas of a charismatic myth are a central motive in the narratives of students and that they are interwoven with the uncertain image of their future profession and their unpreparedness for new roles in society. The paper presents the implications related to higher education policies at faculties of fine arts, as well as the recommendations for further research in this field.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"18 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80891256","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}
Ljiljana Plazinić, Dejana Mutavdžin, Ana Altaras-Dimitrijević
The paper confronts two views on the conditions for attaining exceptional (expert) achievements: a viewpoint whereby giftedness, defined as exceptional innate ability, constitutes a necessary requirement for the emergence of such achievements, and the expert-performance oriented approach whereby the level of achievement, including a superior one, depends exclusively on the amount of deliberate practice. Adopting one of the two views implies different educational practices, hence it is essential to assess their scientific foundation. To begin with, we present and analyse the given viewpoints with regard to their respective positions on the following questions: What is the contribution of ability and of practice in explaining/predicting levels of achievement? Is there an upper limit on the development of competencies through practice, which might be attributed to abilities? Are there significant individual variations in the dynamics of acquiring expertise? May each instance of exceptional achievement be explained by deliberate practice? Further, we offer a review of relevant studies in order to formulate empirically based answers to the above stated questions. We conclude that the dynamics and outcomes of the process of acquiring expertise cannot be understood and predicted solely on the basis of deliberate practice, but that they depend significantly on the existence of a gift, i.e., an exceptional natural ability. With respect to educational implications, we find that available scientific evidence yields some support for ?pedagogical optimism? - the belief that most students can develop a high level of competency by way of mentor-guided practice and feedback - yet that it also strongly calls for differentiated and individualised instruction based on differences in abilities.
{"title":"Is high ability necessary for high achievement? A review of recent empirical findings on the conditions for attaining expertise","authors":"Ljiljana Plazinić, Dejana Mutavdžin, Ana Altaras-Dimitrijević","doi":"10.2298/zipi1902373p","DOIUrl":"https://doi.org/10.2298/zipi1902373p","url":null,"abstract":"The paper confronts two views on the conditions for attaining exceptional (expert) achievements: a viewpoint whereby giftedness, defined as exceptional innate ability, constitutes a necessary requirement for the emergence of such achievements, and the expert-performance oriented approach whereby the level of achievement, including a superior one, depends exclusively on the amount of deliberate practice. Adopting one of the two views implies different educational practices, hence it is essential to assess their scientific foundation. To begin with, we present and analyse the given viewpoints with regard to their respective positions on the following questions: What is the contribution of ability and of practice in explaining/predicting levels of achievement? Is there an upper limit on the development of competencies through practice, which might be attributed to abilities? Are there significant individual variations in the dynamics of acquiring expertise? May each instance of exceptional achievement be explained by deliberate practice? Further, we offer a review of relevant studies in order to formulate empirically based answers to the above stated questions. We conclude that the dynamics and outcomes of the process of acquiring expertise cannot be understood and predicted solely on the basis of deliberate practice, but that they depend significantly on the existence of a gift, i.e., an exceptional natural ability. With respect to educational implications, we find that available scientific evidence yields some support for ?pedagogical optimism? - the belief that most students can develop a high level of competency by way of mentor-guided practice and feedback - yet that it also strongly calls for differentiated and individualised instruction based on differences in abilities.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"58 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90694481","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}
Many countries have embarked on creating standards of teacher competencies with the ultimate goal of improving teaching in their schools. The aim of this paper is to compare Standards of teacher competencies in Serbia with those in countries/regions which perform well on PISA (Australia, Singapore, Ontario, Estonia, the Netherlands and Slovenia) in order to highlight important similarities and differences which potentially account for teacher quality in those countries, as well as inform policymakers in Serbia on how to reformulate standards of teacher competencies and, consequently, improve teacher quality and pupil outcomes. The criteria on which sets of standards in different countries are compared are: development of standards (who and how developed the standards), content of standards (subject knowledge, didactics, etc.), differentiation of standards (existence of separate sets of competencies for novice teachers, experienced teachers, etc.), purpose of standards (teacher certification, performance monitoring, career progression, accreditation of teacher education providers, etc.), and context in which the standards operate (whether they are a part of a larger framework of standards and educational practices or not). Several important differences exist between the Standards of teacher competencies in Serbia and selected countries, the greatest being the much higher level of utilisation of standards in various segments of teacher professional lives in those countries than in Serbia. Recommendations for the improvement of standards of teacher competencies in Serbia are drawn.
{"title":"Standards of teacher competencies in Serbia: Comparative analysis with selected countries","authors":"J. Teodorović, Vladeta Milin, D. Stanković","doi":"10.2298/zipi1902614t","DOIUrl":"https://doi.org/10.2298/zipi1902614t","url":null,"abstract":"Many countries have embarked on creating standards of teacher competencies with the ultimate goal of improving teaching in their schools. The aim of this paper is to compare Standards of teacher competencies in Serbia with those in countries/regions which perform well on PISA (Australia, Singapore, Ontario, Estonia, the Netherlands and Slovenia) in order to highlight important similarities and differences which potentially account for teacher quality in those countries, as well as inform policymakers in Serbia on how to reformulate standards of teacher competencies and, consequently, improve teacher quality and pupil outcomes. The criteria on which sets of standards in different countries are compared are: development of standards (who and how developed the standards), content of standards (subject knowledge, didactics, etc.), differentiation of standards (existence of separate sets of competencies for novice teachers, experienced teachers, etc.), purpose of standards (teacher certification, performance monitoring, career progression, accreditation of teacher education providers, etc.), and context in which the standards operate (whether they are a part of a larger framework of standards and educational practices or not). Several important differences exist between the Standards of teacher competencies in Serbia and selected countries, the greatest being the much higher level of utilisation of standards in various segments of teacher professional lives in those countries than in Serbia. Recommendations for the improvement of standards of teacher competencies in Serbia are drawn.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74524470","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 this research is to determine the correlation between perceived class climate, motivation for achievement and school success among elementary and high school students. The research was conducted on a sample of 400 subjects. The instrument used for class climate survey is an Attitude scale, created as the combination of two instruments for measuring class climate. The MOP/D scale was used to survey motivation for achievement. The obtained results show that the quality of the overall class climate is not high, while the scores on the three dimensions of the class climate indicate that the students perceive Class Cohesion as the most favourable one, then the Teachers? Support and finally the Order and the Organisation. Significant differences in perceptions of class climate were found concerning age. Significant differences in perceptions of climate (both in the overall and in the Teachers? Support dimension) were also found with respect to the gender of the students. The findings indicate low positive correlations between perceived class climate and the motivation for achievement, and also between school success and the motivation for achievement. No correlation was found between the perceived class climate and school success. More detailed research shows that the climate dimensions Teachers? Support and Order and Organisation are significant predictors of the overall motivation for achievement and the Learning dimension, and that they are positively correlated. Learning and Persistence, the dimensions of the motivation for achievement, were found to be significant predictors of school success. A perceived class climate did not prove to be a significant predictor of school success, except for the Class Cohesion dimension, only on the subsample of high school students.
{"title":"The relationship between the perceived class climate, motivation for achievement and school success among elementary and high school students","authors":"Irina Milosevic, Ruženka Šimonji-Černak","doi":"10.2298/zipi1902426m","DOIUrl":"https://doi.org/10.2298/zipi1902426m","url":null,"abstract":"The aim of this research is to determine the correlation between perceived class climate, motivation for achievement and school success among elementary and high school students. The research was conducted on a sample of 400 subjects. The instrument used for class climate survey is an Attitude scale, created as the combination of two instruments for measuring class climate. The MOP/D scale was used to survey motivation for achievement. The obtained results show that the quality of the overall class climate is not high, while the scores on the three dimensions of the class climate indicate that the students perceive Class Cohesion as the most favourable one, then the Teachers? Support and finally the Order and the Organisation. Significant differences in perceptions of class climate were found concerning age. Significant differences in perceptions of climate (both in the overall and in the Teachers? Support dimension) were also found with respect to the gender of the students. The findings indicate low positive correlations between perceived class climate and the motivation for achievement, and also between school success and the motivation for achievement. No correlation was found between the perceived class climate and school success. More detailed research shows that the climate dimensions Teachers? Support and Order and Organisation are significant predictors of the overall motivation for achievement and the Learning dimension, and that they are positively correlated. Learning and Persistence, the dimensions of the motivation for achievement, were found to be significant predictors of school success. A perceived class climate did not prove to be a significant predictor of school success, except for the Class Cohesion dimension, only on the subsample of high school students.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"10 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91201893","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 the self-determination theory, behind the variety of motivation, there are just three (un)satisfied needs - for relatedness, competence and autonomy. There are also good theoretical and empirical reasons to assume that intrinsic motivation is, to a large extent, based on the need for cognition. In order to test incremental validity and mediating effects of intrinsic motivation and the need for cognition on academic achievement, many analyses of data from a previous investigation are performed. The data are generated applying the Scale of Academic Motivation for Students (SAM-SI) and the shortened Scale of the Need for Cognition (NFCS-S). The sample comprises 364 students of both gender (59% females), aged from 18 to 35 (M=20.05; SD=1.52). The predictors in hierarchical multiple regression analyses were some sociodemographic characteristics, the need for cognition and academic motivation, and the criteria, satisfaction with academic achievement and aspiration. Three complete structural models are tested through structural equation modelling. As significant predictors of achievement and aspiration, intrinsic motivation, amotivation and the need for cognition have been singled out. The results also indicate a significant mediating effect of intrinsic motivation via the need for cognition on academic achievement which contradicts the basic tenet of self-determination theory.
{"title":"Need for cognition and academic motivation as predictors of students’ achievement","authors":"A. Vasić","doi":"10.2298/zipi1902461v","DOIUrl":"https://doi.org/10.2298/zipi1902461v","url":null,"abstract":"According to the self-determination theory, behind the variety of motivation, there are just three (un)satisfied needs - for relatedness, competence and autonomy. There are also good theoretical and empirical reasons to assume that intrinsic motivation is, to a large extent, based on the need for cognition. In order to test incremental validity and mediating effects of intrinsic motivation and the need for cognition on academic achievement, many analyses of data from a previous investigation are performed. The data are generated applying the Scale of Academic Motivation for Students (SAM-SI) and the shortened Scale of the Need for Cognition (NFCS-S). The sample comprises 364 students of both gender (59% females), aged from 18 to 35 (M=20.05; SD=1.52). The predictors in hierarchical multiple regression analyses were some sociodemographic characteristics, the need for cognition and academic motivation, and the criteria, satisfaction with academic achievement and aspiration. Three complete structural models are tested through structural equation modelling. As significant predictors of achievement and aspiration, intrinsic motivation, amotivation and the need for cognition have been singled out. The results also indicate a significant mediating effect of intrinsic motivation via the need for cognition on academic achievement which contradicts the basic tenet of self-determination theory.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"4 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73837919","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}
School, as an educational institution, represents an important context for the development of children and young people. It is therefore necessary to shape it as a safe and stimulating environment for student learning and development. This paper offers a definition of the concept of school as a safe and stimulating environment for student learning and development, based on a review of academic and scholarly papers from a variety of disciplines and areas of practice. The content and meaning of the concept of school safety have been considered from the physical and psychological aspects, while the concept of school as a stimulating learning environment has been specified in terms of four dimensions - the physical, psychological, social and cognitive school environment. It is pointed out that these concepts and the phenomena they denote tend to be interpreted and analysed as the components or dimensions of broader concepts, namely, school climate and school culture. One section of the paper is therefore devoted to explaining these concepts, as well as considering their interrelationship and the importance of creating a positive and stimulating school climate and culture for institutional practice. The conclusion further emphasises that creating school as a safe and stimulating environment for student learning and development, as well as creating positive and supportive school climate and culture, is an extremely complex process that entails changes in the content and structure of the school institution as a whole. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji and Grant no. 179017: Socijalna participacija osoba sa intelektualnom ometenoscu]
学校作为一个教育机构，是儿童和青少年发展的重要环境。因此，有必要将其塑造为一个安全和刺激的环境，以促进学生的学习和发展。本文在对不同学科和实践领域的学术论文进行综述的基础上，对学校的概念进行了定义，认为学校是学生学习和发展的安全和刺激的环境。学校安全概念的内容和意义从生理和心理两个方面进行了考虑，而学校作为一个激励性学习环境的概念则从生理、心理、社会和认知学校环境四个维度进行了具体规定。作者指出，这些概念和它们所表示的现象往往被解释和分析为更广泛的概念，即学校气候和学校文化的组成部分或维度。因此，论文的一个部分专门解释了这些概念，并考虑了它们之间的相互关系，以及为制度实践创造积极和刺激的学校氛围和文化的重要性。结论进一步强调，为学生的学习和发展创造一个安全和刺激的环境，以及创造积极和支持性的学校氛围和文化，是一个极其复杂的过程，需要改变整个学校制度的内容和结构。[塞尔维亚教育、科学和技术发展部项目，批准号:179060: Modeli procenjivanja i strateje unapređivanja kvaliteta obrazovanja u Srbiji和Grant no.。[1790 . 17][社会参与与知识产权]
{"title":"School climate and school culture: A framework for creating school as a safe and stimulating environment for learning and development","authors":"Emina Hebib, Vesna Žunić-Pavlović","doi":"10.2298/ZIPI1801113H","DOIUrl":"https://doi.org/10.2298/ZIPI1801113H","url":null,"abstract":"School, as an educational institution, represents an important context for the development of children and young people. It is therefore necessary to shape it as a safe and stimulating environment for student learning and development. This paper offers a definition of the concept of school as a safe and stimulating environment for student learning and development, based on a review of academic and scholarly papers from a variety of disciplines and areas of practice. The content and meaning of the concept of school safety have been considered from the physical and psychological aspects, while the concept of school as a stimulating learning environment has been specified in terms of four dimensions - the physical, psychological, social and cognitive school environment. It is pointed out that these concepts and the phenomena they denote tend to be interpreted and analysed as the components or dimensions of broader concepts, namely, school climate and school culture. One section of the paper is therefore devoted to explaining these concepts, as well as considering their interrelationship and the importance of creating a positive and stimulating school climate and culture for institutional practice. The conclusion further emphasises that creating school as a safe and stimulating environment for student learning and development, as well as creating positive and supportive school climate and culture, is an extremely complex process that entails changes in the content and structure of the school institution as a whole. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji and Grant no. 179017: Socijalna participacija osoba sa intelektualnom ometenoscu]","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"54 1","pages":"113-134"},"PeriodicalIF":0.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86186655","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}
Given that teacher self-efficacy has been recognized as a significant predictor of desirable outcomes at the student as well as at the teacher level, it is necessary to address the lack of a robust measure of this construct in Serbia. the present study examined the reliability, factor structure, and criterion validity of the 12-item teachers’ Sense of efficacy Scale (tSeS) among a sample of 452 Serbian teachers. Internal consistency estimates for scores on the tSeS varied from .77 to .88. the results of confirmatory factor analysis showed that a three-factor model of the tSeS yielded the best fit to data. criterion validity of the tSeS was supported by relationships of all its subscales with teacher job satisfaction. Primary school classroom teachers reported significantly higher self-efficacy for student engagement compared to secondary and high school teachers. No significant differences were found with gender and years of teaching experience. our results confirm that the tSeS is a reliable and valid instrument, and thus potentially useful for research within the Serbian cultural context. both areas for future research and practical implications are discussed.
{"title":"Validation of the Serbian version of the teachers’ sense of efficacy scale (TSES)","authors":"S. Ninković, Olivera Knežević-Florić","doi":"10.2298/ZIPI1801072N","DOIUrl":"https://doi.org/10.2298/ZIPI1801072N","url":null,"abstract":"Given that teacher self-efficacy has been recognized as a significant predictor of desirable outcomes at the student as well as at the teacher level, it is necessary to address the lack of a robust measure of this construct in Serbia. the present study examined the reliability, factor structure, and criterion validity of the 12-item teachers’ Sense of efficacy Scale (tSeS) among a sample of 452 Serbian teachers. Internal consistency estimates for scores on the tSeS varied from .77 to .88. the results of confirmatory factor analysis showed that a three-factor model of the tSeS yielded the best fit to data. criterion validity of the tSeS was supported by relationships of all its subscales with teacher job satisfaction. Primary school classroom teachers reported significantly higher self-efficacy for student engagement compared to secondary and high school teachers. No significant differences were found with gender and years of teaching experience. our results confirm that the tSeS is a reliable and valid instrument, and thus potentially useful for research within the Serbian cultural context. both areas for future research and practical implications are discussed.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"27 1","pages":"72-92"},"PeriodicalIF":0.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86438634","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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