Abstract Contemporary lifestyle has significantly changed compared to that in the past. The role of educational systems, which are a kind of social leverage, is to provide responses to the changes that have affected the younger generations of today because that is what their preparation for life really implies. The response to challenges of the modern life, which are also reflected in the life of every human from the earliest and most vulnerable age, is the kinesiology content, which can reduce any negative repercussions of such a state through increased physical activity. An individual has no power to change the living conditions, but (s)he has the power to adjust and to optimally respond to them. By stressing the positive effects of exercise, an emphasis is also placed on the comprehensiveness in relation to the development of environmental and ethical awareness, and the culture of leisure time while simultaneously ensuring optimal number of hours of Kinesiology culture at all levels of education. Key words: child; education; kinesiology; kinesiology culture; upbringing. --- Sažetak Nacin života danas je znatno promijenjen u odnosu na nacin života u proslosti. Zadaca obrazovnih sustava, svojevrsnih drustvenih poluga, jest dati odgovore na promjene koje ce zahvatiti i sadasnje najmlađe generacije, jer je to smisao njihove pripreme za život. Odgovor na izazove suvremenog svijeta, koji se nužno odražavaju na život covjeka od najranije i najranjivije dobi, jest kinezioloski sadržaj koji uz povecani aktivitet može umanjiti negativne posljedice takvog stanja. Pojedinac nema moc promjene životnih uvjeta, ali ima moc prilagodbe i optimalnog odgovora. Naglasavajuci pozitivne ucinke vježbanja, istice se i sveobuhvatnost u odnosu na razvoj ekoloske, eticke svijesti i kulture slobodnog vremena, uz istodobno imperativno osiguranje optimalne satnice kinezioloske kulture na svim razinama odgoja i obrazovanja. Kljucne rijeci: kineziologija, kinezioloska kultura, odgoj, obrazovanje, dijete.
与过去相比，当代的生活方式发生了巨大的变化。教育系统是一种社会杠杆，它的作用是提供对影响当今年轻一代的变化的回应，因为这是他们为生活做准备的真正含义。对现代生活挑战的回应，也反映在每个人从最早和最脆弱的年龄开始的生活中，就是运动机能学内容，它可以通过增加身体活动来减少这种状态的任何负面影响。个人没有能力改变生活条件，但他有能力调整并做出最佳反应。通过强调运动的积极作用，重点也放在与环境和道德意识的发展有关的全面性，以及休闲时间的文化，同时确保各级教育中运动机能学文化的最佳小时数。关键词:儿童;教育;运动机能学;运动机能学文化;教养。——Sažetak Nacin života danas je znatno promijenjen u odnosu na Nacin života u proslosti。Zadaca obrazovnih sustava, svojevrsnih drustvenvenh污染，jjdati odgovore na promene koje ce zahvatii sadasnje najmlađe generacije, jjjeto smisao njihove pripreme za život。Odgovor na izazove suremenog svijeta, koji se nužno odražavaju na život covjeka od najranjivije dobi, jest kinezioloski sadržaj koji uz povecani aktivitet može umanjiti negative posjedice takvog stanja。pojdinac nema moc promene životnih uvjeta, ali ima moc profilagodbe i optimalnog odgovora。Naglasavajuci positive ucinke vježbanja, isticesi svejesti culture slobodnog vremena, isticodobno impertivyno osigururje optimalne satnice kinzioloske culture na svim razinama odgoja i obrazovanja。kljune rijeci: kineziologija, kinezioloska kultura, odgoj, obrazovanje, dijete。
{"title":"Kinesiology Culture in the Education of the Modern Child / Kineziološka kultura u odgoju i obrazovanju suvremenog djeteta","authors":"I. Prskalo","doi":"10.15516/CJE.V20I0.3063","DOIUrl":"https://doi.org/10.15516/CJE.V20I0.3063","url":null,"abstract":"Abstract Contemporary lifestyle has significantly changed compared to that in the past. The role of educational systems, which are a kind of social leverage, is to provide responses to the changes that have affected the younger generations of today because that is what their preparation for life really implies. The response to challenges of the modern life, which are also reflected in the life of every human from the earliest and most vulnerable age, is the kinesiology content, which can reduce any negative repercussions of such a state through increased physical activity. An individual has no power to change the living conditions, but (s)he has the power to adjust and to optimally respond to them. By stressing the positive effects of exercise, an emphasis is also placed on the comprehensiveness in relation to the development of environmental and ethical awareness, and the culture of leisure time while simultaneously ensuring optimal number of hours of Kinesiology culture at all levels of education. Key words: child; education; kinesiology; kinesiology culture; upbringing. --- Sažetak Nacin života danas je znatno promijenjen u odnosu na nacin života u proslosti. Zadaca obrazovnih sustava, svojevrsnih drustvenih poluga, jest dati odgovore na promjene koje ce zahvatiti i sadasnje najmlađe generacije, jer je to smisao njihove pripreme za život. Odgovor na izazove suvremenog svijeta, koji se nužno odražavaju na život covjeka od najranije i najranjivije dobi, jest kinezioloski sadržaj koji uz povecani aktivitet može umanjiti negativne posljedice takvog stanja. Pojedinac nema moc promjene životnih uvjeta, ali ima moc prilagodbe i optimalnog odgovora. Naglasavajuci pozitivne ucinke vježbanja, istice se i sveobuhvatnost u odnosu na razvoj ekoloske, eticke svijesti i kulture slobodnog vremena, uz istodobno imperativno osiguranje optimalne satnice kinezioloske kulture na svim razinama odgoja i obrazovanja. Kljucne rijeci: kineziologija, kinezioloska kultura, odgoj, obrazovanje, dijete.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89011317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In ontogenetic development, the child is a unique and specific being. In addition to his/her personal biography, s/he is also defined by general social visions and values. Significant in this regard are Vygotsky’s (1996) attempts to confirm the thesis on the close relationship between the cultural and historical context in which children live with someone, between the child and childhood, his/her activities, or the pace and the quality of progress. New social studies of childhood (be they from a historical or social perspective) and the prevailing concept of childhood show that children’s lives are shaped by the social and cultural expectations of adults. The image of childhood should not be dismissed as a critical period which represents narrow “windows” of time in which a specific part of the body is most sensitive to the absence of stimuli (deprivation) or the impact of the environment (enriched environment). The paper will examine some of the contradictions and unacceptable tendencies that occur in the interpretation and implementation of a modern paradigm of early and preschool education, and education in the area of educational practice. In particular, the analysis will relate to the position of teachers in the process of children’s activities from the perspective of their teaching and development. The evaluation of teachers’ specific positioning within dynamic practical areas is a reflection of their current personal and professional competencies, as well as their overall professional habitus. Key words: early and preschool education; preschool curriculum; teacher. --- Sažetak U ontogenetskom razvoju dijete je jedinstveno i specificno bice, osim osobnom biografijom definirano i generalnim drustvenim vizijama i vrijednostima. U tom smislu važno je stajaliste Vygotskog (1996) kojim se nastoji potvrditi teza o tijesnoj povezanosti kulturno-povijesnog konteksta u kojem djeca žive s nekim, djetetu i djetinjstvu svojstvenim, aktivnostima ili tempom i kvalitetom napredovanja. Nove socijalne studije djetinjstva (bilo da su iz povijesne ili drustvene perspektive) i prevladavajuci koncept djetinjstva pokazao je da živote djece oblikuju socijalna i kulturna ocekivanja odraslih. Ne smije se zanemariti slika djetinjstva kao kritickog razdoblja koje predstavlja uske “prozore” vremena u kojem je određeni dio tijela najosjetljiviji na odsustvo podražaja (deprivacija) ili na utjecaj iz okoline (obogacena sredina). U radu ce se problematizirati neke kontradikcije i neprihvatljive tendencije koje se javljaju u interpretiranju i implementiranju suvremene paradigme ranog i predskolskog odgoja i obrazovanja na podrucje pedagoske prakse. Analiza ce se posebno odnositi na poziciju odgojitelja u procesu djecjih aktivnosti s aspekta djetetova ucenja i razvoja. Procjena o konkretnom pozicioniranju unutar dinamicnog prakticnog podrucja odraz je aktualnih osobnih i strucnih kompetencija i cjelokupnog profesionalnog habitusa odgojitelja. Kljucne rijeci:
在个体发育过程中，儿童是一个独特的个体。除了他/她的个人履历，他/她也被一般的社会愿景和价值观所定义。在这方面，维果茨基(1996)试图证实儿童与某人生活的文化和历史背景、儿童与童年、他/她的活动或进步的速度和质量之间的密切关系。关于童年的新的社会研究(从历史或社会的角度)和流行的童年概念表明，儿童的生活是由成年人的社会和文化期望塑造的。童年的形象不应被视为一个关键时期，它代表了时间的狭窄“窗口”，在此期间，身体的特定部位对缺乏刺激(剥夺)或环境的影响(丰富的环境)最敏感。本文将探讨在早期和学前教育的现代范式的解释和实施中出现的一些矛盾和不可接受的倾向，以及教育实践领域的教育。特别是从教师的教学和发展的角度，分析教师在儿童活动过程中的地位。对教师在动态实践领域的具体定位的评价反映了他们当前的个人和专业能力，以及他们的整体职业习惯。关键词:早期学前教育;学前教育课程;老师。--- Sažetak U ontogenetskom razvoju dijete je jedinstinveno i specific biice, osim biografijom definirano i general drustvenim vizijama i vrijednostima。U tom smislu važno je stajaliste Vygotskog (1996) kojim se nastoji potvrditi teza o tijesnoj povezanosti kulturno-povijesnog konteksta U kojem djja žive s nekim, djetetu i djetinjstvu svojstvenm, aktivnostima ili tempotem i kvalitetom napredovanja。新社会科学研究djjjinjstva(10亿da su iz povijesne ili drustvenine的观点)，它流行于社会科学概念djjinjstva pokazao je da živote djece oblikuju socijalna i kulturna ockivanja odraslih。nesmje se zanemariti slika djetinjstva kao kritickog razdoblja koje preprestavlja uske“prozore”vremena u kojem je određeni dio tijela najosjetljiviji na odsustvo podražaja (deprivacacija) ili na utjecaj iz okoline (obogacena sredina)。我们的研究包括:问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析、问题分析等。分析了不同工艺条件下，不同工艺条件下，不同工艺条件下，不同工艺条件下，不同工艺条件下，不同工艺条件下，不同工艺条件下，不同工艺条件下，不同工艺条件下，不同工艺条件下，不同工艺条件下，不同工艺条件下，不同工艺条件下的不同工艺条件。中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:中文摘要:kljune rijeci: odgojitelj;predskolski kurikul;Rani I predskolski odgoj I obrazovanje。
{"title":"Position of the Modern Teacher in Educational Theory and Practice / Pozicioniranje suvremenog odgojitelja u pedagogijskoj teoriji i praksi","authors":"Mirjana Šagud, Ljubimka Hajdin","doi":"10.15516/cje.v20i0.3054","DOIUrl":"https://doi.org/10.15516/cje.v20i0.3054","url":null,"abstract":"Abstract In ontogenetic development, the child is a unique and specific being. In addition to his/her personal biography, s/he is also defined by general social visions and values. Significant in this regard are Vygotsky’s (1996) attempts to confirm the thesis on the close relationship between the cultural and historical context in which children live with someone, between the child and childhood, his/her activities, or the pace and the quality of progress. New social studies of childhood (be they from a historical or social perspective) and the prevailing concept of childhood show that children’s lives are shaped by the social and cultural expectations of adults. The image of childhood should not be dismissed as a critical period which represents narrow “windows” of time in which a specific part of the body is most sensitive to the absence of stimuli (deprivation) or the impact of the environment (enriched environment). The paper will examine some of the contradictions and unacceptable tendencies that occur in the interpretation and implementation of a modern paradigm of early and preschool education, and education in the area of educational practice. In particular, the analysis will relate to the position of teachers in the process of children’s activities from the perspective of their teaching and development. The evaluation of teachers’ specific positioning within dynamic practical areas is a reflection of their current personal and professional competencies, as well as their overall professional habitus. Key words: early and preschool education; preschool curriculum; teacher. --- Sažetak U ontogenetskom razvoju dijete je jedinstveno i specificno bice, osim osobnom biografijom definirano i generalnim drustvenim vizijama i vrijednostima. U tom smislu važno je stajaliste Vygotskog (1996) kojim se nastoji potvrditi teza o tijesnoj povezanosti kulturno-povijesnog konteksta u kojem djeca žive s nekim, djetetu i djetinjstvu svojstvenim, aktivnostima ili tempom i kvalitetom napredovanja. Nove socijalne studije djetinjstva (bilo da su iz povijesne ili drustvene perspektive) i prevladavajuci koncept djetinjstva pokazao je da živote djece oblikuju socijalna i kulturna ocekivanja odraslih. Ne smije se zanemariti slika djetinjstva kao kritickog razdoblja koje predstavlja uske “prozore” vremena u kojem je određeni dio tijela najosjetljiviji na odsustvo podražaja (deprivacija) ili na utjecaj iz okoline (obogacena sredina). U radu ce se problematizirati neke kontradikcije i neprihvatljive tendencije koje se javljaju u interpretiranju i implementiranju suvremene paradigme ranog i predskolskog odgoja i obrazovanja na podrucje pedagoske prakse. Analiza ce se posebno odnositi na poziciju odgojitelja u procesu djecjih aktivnosti s aspekta djetetova ucenja i razvoja. Procjena o konkretnom pozicioniranju unutar dinamicnog prakticnog podrucja odraz je aktualnih osobnih i strucnih kompetencija i cjelokupnog profesionalnog habitusa odgojitelja. Kljucne rijeci: ","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84546754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on the presence of the concept of dissimilitude in the selection of literary texts for children prescribed by the syllabi in Croatia and Serbia. The comparative analysis is based on providing a list of texts for the first cycle of education in the two syllabi through a concept-based (transcending the text) observation of dissimilitude, as well as a content-based (text-inherent) analysis of the presence of dissimilitude in these texts in its broadest sense. In the literary texts prescribed by the Republic of Croatia and the Republic of Serbia, the field of dissimilitude thematization can largely be attributed to the nature of the literary work itself, rather than the curricular or concept-based education policy behind the current syllabi. The paper presents results of the analyses of the two syllabi that are conceptually quite different. The aim of this paper is to compare educational strategies for teaching literature in two countries – Croatia and Serbia – by analysing the presence of dissimilitude in a selection of literary texts.
{"title":"The Concept of Dissimilitude in Teaching Literature: Comparative Analysis of Syllabi for the First Cycle of Education in Croatia and Serbia","authors":"Bojana Marković, V. Mićić, V. Vukomanovic","doi":"10.15516/CJE.V19I0.2625","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2625","url":null,"abstract":"This article focuses on the presence of the concept of dissimilitude in the selection of literary texts for children prescribed by the syllabi in Croatia and Serbia. The comparative analysis is based on providing a list of texts for the first cycle of education in the two syllabi through a concept-based (transcending the text) observation of dissimilitude, as well as a content-based (text-inherent) analysis of the presence of dissimilitude in these texts in its broadest sense. In the literary texts prescribed by the Republic of Croatia and the Republic of Serbia, the field of dissimilitude thematization can largely be attributed to the nature of the literary work itself, rather than the curricular or concept-based education policy behind the current syllabi. The paper presents results of the analyses of the two syllabi that are conceptually quite different. The aim of this paper is to compare educational strategies for teaching literature in two countries – Croatia and Serbia – by analysing the presence of dissimilitude in a selection of literary texts.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72676011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anita Stajer, Szabolcs Halasi, Josip Lepeš, Milan Cvetkovic
The dramatic rise in the prevalence of obesity in developed and developing countries has become a major health care concern. There is an increasing recognition of the relationship between health-related quality of life (HRQOL) and obesity in the pediatric population. Subjective experience of one’s own health, and how children see their own lives is also very important. Children with an increased amount of body fat have a negative perception of the HRQOL, unlike those who have a normal amount of body fat. A total of 181 children participated in this study (mean age 7.71 ±0.29 years, 88 girls). For the assessment of the body composition the InBody 230 device was used, while for the assessment of HRQOL the proxy version of KIDSCREEN-27 questionnaire was used. The aim of the study was to explore the relationship between the body composition and the HRQOL in children of primary school age. The analysis of the results showed that the BMI is in significant negative correlation with the two dimensions of HRQOL in boys (Psychological Well-being and School), while in girls there is no statistically significant relationship. The correlation between the Percentage of Body Fat (PBF) and HRQOL is significant and negative in boys in 4 dimensions (Physical Well-being, Psychological Well-being, Social Support & Peers, School), while in girls it is negative and significant only in one dimension (Physical Well-being). The results indicate that there are changes in the body composition of children, such as the increased BMI and BFP, reduced HRQOL, i.e. obesity is in inverse relationship to HRQOL.
{"title":"Relationship between Body Composition and HRQOL in Primary School Children","authors":"Anita Stajer, Szabolcs Halasi, Josip Lepeš, Milan Cvetkovic","doi":"10.15516/CJE.V19I0.2699","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2699","url":null,"abstract":"The dramatic rise in the prevalence of obesity in developed and developing countries has become a major health care concern. There is an increasing recognition of the relationship between health-related quality of life (HRQOL) and obesity in the pediatric population. Subjective experience of one’s own health, and how children see their own lives is also very important. Children with an increased amount of body fat have a negative perception of the HRQOL, unlike those who have a normal amount of body fat. A total of 181 children participated in this study (mean age 7.71 ±0.29 years, 88 girls). For the assessment of the body composition the InBody 230 device was used, while for the assessment of HRQOL the proxy version of KIDSCREEN-27 questionnaire was used. The aim of the study was to explore the relationship between the body composition and the HRQOL in children of primary school age. The analysis of the results showed that the BMI is in significant negative correlation with the two dimensions of HRQOL in boys (Psychological Well-being and School), while in girls there is no statistically significant relationship. The correlation between the Percentage of Body Fat (PBF) and HRQOL is significant and negative in boys in 4 dimensions (Physical Well-being, Psychological Well-being, Social Support & Peers, School), while in girls it is negative and significant only in one dimension (Physical Well-being). The results indicate that there are changes in the body composition of children, such as the increased BMI and BFP, reduced HRQOL, i.e. obesity is in inverse relationship to HRQOL.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77209026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the article is to present the development of the TILKA educational model. This new L1 and L2 teaching model integrates language and literature teaching through research and activity, as well as principles and methods of intercultural education and transactional analysis. Our main research question during the model development was how can nonviolent communication be included into the intercultural language teaching. The analysis of various discourses (science, tourism, politics, literature) with regard to intensity modification has shown that verbal aggressiveness can be related to the expression of intensity modification. Building t he competence of nonviolent communication with the use of specific intensity modificators can be included into the language teaching model as one of the most important intercultural goals. Keywords : drama triangle; intensity modification; intercultural education; language and literature teaching; transactional analysis.
{"title":"TILKA Educational Model and Nonviolent Communication","authors":"Vesna Mikolič","doi":"10.15516/CJE.V19I0.2809","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2809","url":null,"abstract":"The aim of the article is to present the development of the TILKA educational model. This new L1 and L2 teaching model integrates language and literature teaching through research and activity, as well as principles and methods of intercultural education and transactional analysis. Our main research question during the model development was how can nonviolent communication be included into the intercultural language teaching. The analysis of various discourses (science, tourism, politics, literature) with regard to intensity modification has shown that verbal aggressiveness can be related to the expression of intensity modification. Building t he competence of nonviolent communication with the use of specific intensity modificators can be included into the language teaching model as one of the most important intercultural goals. Keywords : drama triangle; intensity modification; intercultural education; language and literature teaching; transactional analysis.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76561704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Monika Kalin Golob, Gaja Červ, Marko Stabej, Mojca Stritar Kučuk, S. Kropivnik
Abstract The ‘dilemmas’ between multilingualism in theory and English as a lingua franca in practice concern the post-Bologna European higher education as a whole. The article presents the case of Slovenia by furthering the analysis of similar quandaries present in the Slovenian (higher education) language policy. The state of affairs is addressed by acknowledging the status of Slovenian as the official language of the Republic of Slovenia, as well as the need for a greater inclusion of foreign students and teachers and for further enhancement of the quality of higher education. The results of surveys conducted among the most important stakeholders in the Slovenian higher education in October 2012, with the aim of researching the viewpoints on the use of languages of instruction in higher education, are presented. The results were analysed with a view to the expressed standpoint on language use in higher education, which led to the formation of three opinion groups within the sample of students and university teachers of the University of Ljubljana. Based on the analysis of accessible sources, discussions, opinions, surveys and interviews some recommendations on the regulation of language use in higher education in Slovenia are provided. Key words: higher education; internationalisation; language policy; Slovenian university policy. --- Sažetak „Nedoumice“ između visejezicnosti u teoriji i engleskoga kao lingue france u praksi ticu se poslijebolonjskoga europskoga visokog obrazovanja u cjelini. Ovaj rad prikazuje primjer Slovenije putem analize slicnih izazova prisutnih u slovenskoj (visokoobrazovnoj) jezicnoj politici. Stanje se stvari sagledava s aspekta prihvacanja statusa slovenskoga jezika kao službenoga jezika Republike Slovenije, kao i prihvacanja potrebe za vecom ukljucenosti stranih studenata i nastavnika i daljnjeg unapređenja kvalitete visokoga obrazovanja. U radu se predstavljaju rezultati ispitivanja koja su provedena u listopadu 2012. godine među najvažnijim dionicima slovenskoga visokog obrazovanja s ciljem istraživanja stajalista o uporabi jezika poucavanja u visokome obrazovanje. Rezultati su analizirani s pogledom na izraženo stajaliste u vezi s uporabom jezika u visokome obrazovanju, sto je dovelo do uspostavljanja triju skupina misljenja unutar uzorka studenata i nastavnika Sveucilista u Ljubljani. Na temelju analize dostupnih izvora, rasprava, misljenja, ispitivanja i intervjua donose se određene preporuke o regulaciji uporabe jezika u visokome obrazovanju u Sloveniji. Kljucne rijeci: visoko obrazovanje; internacionalizacija; jezicna politika; slovenska sveucilisna politika.
多语制理论与英语作为通用语的实践之间的“困境”是后博洛尼亚时期欧洲高等教育的一个整体问题。本文通过进一步分析斯洛文尼亚(高等教育)语言政策中存在的类似困境，提出了斯洛文尼亚的情况。解决这一问题的办法是承认斯洛文尼亚语作为斯洛文尼亚共和国官方语言的地位，承认有必要更多地接纳外国学生和教师，并进一步提高高等教育的质量。本文介绍了2012年10月在斯洛文尼亚高等教育最重要的利益相关者中进行的调查结果，调查的目的是研究在高等教育中使用教学语言的观点。对结果进行了分析，以表明高等教育中语言使用的立场，这导致在卢布尔雅那大学的学生和大学教师样本中形成三个意见小组。根据对可利用资料来源的分析、讨论、意见、调查和访谈，就斯洛文尼亚高等教育中语言使用的管制提出了一些建议。关键词:高等教育;国际化;语言政策;斯洛文尼亚大学政策。- Sažetak " Nedoumice " između visejezicnosti u teoriji i engleskoga kao language france u praksi ticu se poslijebolonjskoga europskoga visokog obrazovanja u cjelini。Ovaj - rad prikazuje prislovenije putem分析slicniizazova priutniu slovenskoj (visokoobrazovnoj) jezicnoj politii。Stanje se stvari sagledava as asppekta prihvacanja statusa slovenskoga jezika kao službenoga jezika republic like Slovenije, khii prihvacanja potrebe za vecom ukljuenosti stranih studenata i nastavnika i daljnjeg unapređenja kvalitte visokoga obrazovanja。U radu use preprestavljaju rezultti pipitivanja koja su proveddena U listopadu 2012。Godine među najvažnijim dionicima slovenskoga visokog obrazovanja ' s ciljem istraživanja stajalista to upporabi jezika poucavanja u visokome obrazovanje。Rezultati su analyizirani ' s polgledom, izraženo stajalisti，而vezi ' s uporabom jezika - visokome obrazovanju, to je dovelo do uspostavljanja triju skupina misljenja unutar uzorka studenata i nastavnika Sveucilista u Ljubljani。研究人员分析了斯洛文尼亚人的口服液、口服液、口服液、口服液、口服液等对口服液、口服液、口服液和口服液的影响。kljune rijeci: visoko obrazovanje;internacionalizacija;jezicna politika;Slovenska sveucilisna politika。
{"title":"Stayin' Alive? National Language and Internationalisation of Higher Education. The Case of Slovenia. / Hoće li preživjeti? Nacionalni jezik i internacionalizacija visokoga obrazovanja u Sloveniji","authors":"Monika Kalin Golob, Gaja Červ, Marko Stabej, Mojca Stritar Kučuk, S. Kropivnik","doi":"10.15516/CJE.V19I4.2412","DOIUrl":"https://doi.org/10.15516/CJE.V19I4.2412","url":null,"abstract":"Abstract The ‘dilemmas’ between multilingualism in theory and English as a lingua franca in practice concern the post-Bologna European higher education as a whole. The article presents the case of Slovenia by furthering the analysis of similar quandaries present in the Slovenian (higher education) language policy. The state of affairs is addressed by acknowledging the status of Slovenian as the official language of the Republic of Slovenia, as well as the need for a greater inclusion of foreign students and teachers and for further enhancement of the quality of higher education. The results of surveys conducted among the most important stakeholders in the Slovenian higher education in October 2012, with the aim of researching the viewpoints on the use of languages of instruction in higher education, are presented. The results were analysed with a view to the expressed standpoint on language use in higher education, which led to the formation of three opinion groups within the sample of students and university teachers of the University of Ljubljana. Based on the analysis of accessible sources, discussions, opinions, surveys and interviews some recommendations on the regulation of language use in higher education in Slovenia are provided. Key words: higher education; internationalisation; language policy; Slovenian university policy. --- Sažetak „Nedoumice“ između visejezicnosti u teoriji i engleskoga kao lingue france u praksi ticu se poslijebolonjskoga europskoga visokog obrazovanja u cjelini. Ovaj rad prikazuje primjer Slovenije putem analize slicnih izazova prisutnih u slovenskoj (visokoobrazovnoj) jezicnoj politici. Stanje se stvari sagledava s aspekta prihvacanja statusa slovenskoga jezika kao službenoga jezika Republike Slovenije, kao i prihvacanja potrebe za vecom ukljucenosti stranih studenata i nastavnika i daljnjeg unapređenja kvalitete visokoga obrazovanja. U radu se predstavljaju rezultati ispitivanja koja su provedena u listopadu 2012. godine među najvažnijim dionicima slovenskoga visokog obrazovanja s ciljem istraživanja stajalista o uporabi jezika poucavanja u visokome obrazovanje. Rezultati su analizirani s pogledom na izraženo stajaliste u vezi s uporabom jezika u visokome obrazovanju, sto je dovelo do uspostavljanja triju skupina misljenja unutar uzorka studenata i nastavnika Sveucilista u Ljubljani. Na temelju analize dostupnih izvora, rasprava, misljenja, ispitivanja i intervjua donose se određene preporuke o regulaciji uporabe jezika u visokome obrazovanju u Sloveniji. Kljucne rijeci: visoko obrazovanje; internacionalizacija; jezicna politika; slovenska sveucilisna politika.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74948409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The paper aims to contribute to the knowledge about the leadership potential of talented students. The intention is to establish distinctive traits of talented students in the areas of music, art, sports, and mathematics in the following aspects of leadership: affinity for authenticity and creativity, basic personality traits, achievement motive, and emotional intelligence. The research was conducted on a convenience sample of 473 participants attending high schools for talented, using the following instruments: preconscious activity scale (PAS), Big Five Inventory (BFI), scale of achievement motive (MOP 2002) and a scale of emotional competences. The research results suggest various constellations of leadership dispositions in relation to the domain. Within the domain of sports and music, there are specific characteristics relating to public performance. Introspection and the intrapsychic plan are important characteristics of the mathematics and art domains. The domain of music and art are characterized by greater interest for innovation and diversity, while the domain of sports and mathematics revolve around “playing by set rules”. It is concluded that the leadership potential of talented students can be precisely observed and adequately supported only if it is located within the framework of individual domains. Key words: achievement motive; basic dimensions of personality; creativity; emotional intelligence. --- Sažetak Ovim se radom nastoje upotpuniti spoznaje o liderskom potencijalu darovitih ucenika. Cilj je utvrditi distinktivne karakteristike ucenika darovitih u podrucju glazbe, likovne umjetnosti, sporta i matematike, s obzirom na sljedece aspekte liderstva: sklonost originalnosti i kreativnosti, temeljne dimenzije osobnosti, motiv postignuca i emocionalna inteligencija. Istraživanje je provedeno na prigodnom uzorku od 473 ispitanika koji pohađaju specijalizirane srednje skole za darovite, a primijenjeni su sljedeci instrumenti: skala predsvjesne aktivnosti (SPA), upitnik Velikih pet (BFI), skala motiva postignuca (MOP 2002) i skala emocionalnih kompetencija. Rezultati istraživanja sugeriraju razlicite konstelacije dispozicija liderstva ovisno o vrsti domene. Domene sporta i glazbe specificne su po naglasenosti osobina koje su povezane s javnim nastupanjem. Introspektivnost i upucenost na intrapsihicki plan važne su odrednice domena matematike i likovne umjetnosti. Domene glazbe i likovne umjetnosti karakterizira izraženije zanimanje za inovativnost i raznolikost, a za domene sporta i matematike važno je „ponasanje prema utvrđenim pravilima”. Zakljucuje se da se liderski potencijal darovitih ucenika može precizno uociti i adekvatno podržavati samo ako se definira unutar okvira pojedinacnih domena. Kljucne rijeci: motiv postignuca; temeljne dimenzije osobnosti; kreativnost; emocionalna inteligencija.
摘要:本文旨在帮助人们了解优秀学生的领导潜力。其目的是建立音乐、艺术、体育和数学领域的天才学生在以下领导方面的独特特征:对真实性和创造力的亲和力，基本人格特征，成就动机和情商。本研究采用前意识活动量表(PAS)、大五人格量表(BFI)、成就动机量表(MOP 2002)和情绪能力量表对473名高中学生进行了问卷调查。研究结果表明，与领域相关的各种领导倾向星座。在体育和音乐领域，有一些与公共表演有关的特定特征。内省和心灵计划是数学和艺术领域的重要特征。音乐和艺术领域的特点是对创新和多样性更感兴趣，而体育和数学领域则围绕着“按既定规则玩”。结论是，只有将有才能的学生的领导潜力置于个人领域的框架内，才能准确地观察到并得到充分的支持。关键词:成就动机;人格的基本维度;创造力;情商。--- Sažetak Ovim se radom nastoje upotpuniti spoznaje o liderskom potencijalu darovitih ucenika。其独特的人文学科如人文学科、人文学科、体育学科、人文学科等，具有独特的人文学科特征:人文学科、人文学科、人文学科、人文学科、人文学科、人文学科等。Istraživanje je provedeno na prigodnom uzorku od 473 ispitanika koji pohađaju specijalizirane srednje skole za darovite, a primijenjeni su sljejedeci instrumenti: skala predssvjesne aktivnosti (SPA)， upitnik Velikih pet (BFI)， skala motiva postignica (MOP 2002) i skala emotionalnih kompetencija。Rezultati istraživanja sugeriraju razlicite konstelacije dispozicija liderstva ovisno to vrsti domene。多梅内运动是玻璃的一种特殊的运动方式。introspektivnist是一种独立的、内部的、内部的、内部的计划važne。Domene glazbe i likovne umjetnosti karakterizira izraženije zanimanje za innovatist i raznolikost, a za Domene sporta i matematike važno je " ponasanje prema utvrđenim pravilima "。zakljuuje se da se liderski potential daroviti with ucenika može preczno ucii adekvatno podržavati samo ako se definira unutar okvira pojdinacnih domena。kljune rijeci:动机后置;Temeljne维数;kreativnost;emocionalna inteligencija。
{"title":"Leadership Potential of Talented Students/Liderski potencijal darovitih učenika","authors":"Milena M. Letić, J. Milutinović, Radovan Grandić","doi":"10.15516/CJE.V19I4.2630","DOIUrl":"https://doi.org/10.15516/CJE.V19I4.2630","url":null,"abstract":"Abstract The paper aims to contribute to the knowledge about the leadership potential of talented students. The intention is to establish distinctive traits of talented students in the areas of music, art, sports, and mathematics in the following aspects of leadership: affinity for authenticity and creativity, basic personality traits, achievement motive, and emotional intelligence. The research was conducted on a convenience sample of 473 participants attending high schools for talented, using the following instruments: preconscious activity scale (PAS), Big Five Inventory (BFI), scale of achievement motive (MOP 2002) and a scale of emotional competences. The research results suggest various constellations of leadership dispositions in relation to the domain. Within the domain of sports and music, there are specific characteristics relating to public performance. Introspection and the intrapsychic plan are important characteristics of the mathematics and art domains. The domain of music and art are characterized by greater interest for innovation and diversity, while the domain of sports and mathematics revolve around “playing by set rules”. It is concluded that the leadership potential of talented students can be precisely observed and adequately supported only if it is located within the framework of individual domains. Key words: achievement motive; basic dimensions of personality; creativity; emotional intelligence. --- Sažetak Ovim se radom nastoje upotpuniti spoznaje o liderskom potencijalu darovitih ucenika. Cilj je utvrditi distinktivne karakteristike ucenika darovitih u podrucju glazbe, likovne umjetnosti, sporta i matematike, s obzirom na sljedece aspekte liderstva: sklonost originalnosti i kreativnosti, temeljne dimenzije osobnosti, motiv postignuca i emocionalna inteligencija. Istraživanje je provedeno na prigodnom uzorku od 473 ispitanika koji pohađaju specijalizirane srednje skole za darovite, a primijenjeni su sljedeci instrumenti: skala predsvjesne aktivnosti (SPA), upitnik Velikih pet (BFI), skala motiva postignuca (MOP 2002) i skala emocionalnih kompetencija. Rezultati istraživanja sugeriraju razlicite konstelacije dispozicija liderstva ovisno o vrsti domene. Domene sporta i glazbe specificne su po naglasenosti osobina koje su povezane s javnim nastupanjem. Introspektivnost i upucenost na intrapsihicki plan važne su odrednice domena matematike i likovne umjetnosti. Domene glazbe i likovne umjetnosti karakterizira izraženije zanimanje za inovativnost i raznolikost, a za domene sporta i matematike važno je „ponasanje prema utvrđenim pravilima”. Zakljucuje se da se liderski potencijal darovitih ucenika može precizno uociti i adekvatno podržavati samo ako se definira unutar okvira pojedinacnih domena. Kljucne rijeci: motiv postignuca; temeljne dimenzije osobnosti; kreativnost; emocionalna inteligencija.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90673548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The aim of the research was to study the correlation between school achievement and the degree of anxiety and characteristics of its structure among students attending extended and after-school day care. The RCMAS (Revised Children’s Manifest Anxiety Scale), a scale that measures anxiety among the population aged 7-19, was applied. The sample consisted of 222 elementary school students from the 1st to the 4th grade attending extended and after-school day care programs. Principal components, Pearson’s correlations, t-test and discriminative analysis were used for statistical analysis. The results are indicative of statistically significant differences in the level of anxiety between very good and excellent students. Students who achieve very good success exhibit significantly higher anxiety in relation to students with excellent achievement. Somatised anxiety and, to a lesser extent, social anxiety are dominant among them. Statistically significant differences on the side of very good students are expressed through forms of anxiety that reflect emotional instability, maladjustment, lack of social conformity, and anxiety caused by a variety of social situations. The somatic anxiety factor mostly contributes to the difference in anxiety characteristics. Key words: anxiety; extended and after-school day care programs; school achievement; students. --- Sažetak Cilj istraživanja bio je ispitati vezu između skolskog uspjeha i stupnja anksioznosti, kao i utvrditi oblike anksioznosti kod ucenika obuhvacenih produženim i cjelodnevnim boravkom. U istraživanju se koristio upitnik RCMAS (Revised Children s Manifest Anxiety Scale), koji mjeri razinu anksioznosti kod populacije u dobi od 7 do 19 godina. Uzorak cine 222 ucenika, od 1. do 4. razreda osnovne skole, koji su obuhvaceni produženim i cjelodnevnim boravkom. Primijenjeni su statisticka metoda glavnih komponenti, Pirsonova korelacijska analiza, t-test i diskriminacijska analiza. Rezultati istraživanja pokazuju statisticki znacajne razlike u stupnju anksioznosti između vrlo dobrih i odlicnih ucenika. Ucenici vrlo dobrog uspjeha imaju statisticki znacajno izraženiju anksioznost u odnosu na odlicne ucenike. Kod njih prevladava somatizirana, a u nesto manjoj mjeri i socijalna anksioznost. Statisticki znacajne razlike, u korist vrlo dobrih ucenika, utvrđene su kod oblika anksioznosti koji oznacavaju emocionalnu nestabilnost, neprilagođenost, nedostatak socijalnog konformizma, kao i anksioznost izazvanu razlicitim socijalnim situacijama. Razlika u stupnju anksioznosti najveca je kod somatizirane anksioznosti. Kljucne rijeci: anksioznost; produženi i cjelodnevni boravak; skolski uspjeh; ucenici.
摘要本研究旨在探讨延长日托班与课后日托班学生学业成绩与焦虑程度的相关关系及其结构特征。RCMAS(修订儿童明显焦虑量表)是一种衡量7-19岁人群焦虑程度的量表。样本包括222名小学一年级至四年级的学生，他们参加了延长和课后日托项目。采用主成分、Pearson相关、t检验和判别分析进行统计分析。结果表明，在非常优秀的学生和优秀的学生之间，焦虑水平在统计学上有显著差异。成绩优异的学生比成绩优异的学生表现出更高的焦虑。在他们当中，躯体焦虑和社交焦虑(程度较轻)占主导地位。从统计上看，优等生的显著差异表现在焦虑的表现形式上，这种焦虑反映了情绪不稳定、适应不良、缺乏社会从众以及由各种社会情境引起的焦虑。躯体焦虑因素是造成焦虑特征差异的主要因素。关键词:焦虑;延长和课后日托项目;学业成绩;学生。--- Sažetak Cilj istraživanja bio je ispitati vezu između skolskog uspjeha i stupnja anksioznosti, kao i utvrditi oblike anksioznosti kod ucenika obuhvacenih produženim i cjelodnenim boravkom。[istraživanju]参考修订儿童明显焦虑量表(RCMAS)，调查儿童焦虑的流行程度。浙江大学学报(自然科学版);做4。Razreda osnovne skole, koji su obuhvaceni produženim I cjelodnevnim boravkom。Primijenjeni su statisticka mettoda glavnih komponenti, Pirsonova korelacijska分析，t检验i diskriminacijska分析。Rezultati istraživanja pokazuju statisticki znacajne razlike u stupnju anksioznosti između vrlo dobrih i odlicnih ucenika。Ucenici vrg的数据显示，图像统计数据为znacajno izraženiju anksioznost，但不确定是否为在线数据。Kod njih prevladava somatizirana，是一种社会上最常见的人。Statisticki znacajne razlike, u korist vrlo dobrih ucenika, utvrđene su kod oblika anksioznosti koji oznacavaju emocionalnu nestabilizest, neprilagođenost, nedostatak socijalnog konformizma, ko i anksioznost izazvanu razlicitim socijalnim situacijama。Razlika u stupnju anksioznosti najveka je kod somatizirane anksioznosti。kljune rijeci: anksioznost;Produženi I cjelodnevni boravak;skolski uspjeh;ucenici。
{"title":"School Achievement and Anxiety among Students Who Attend Extended and After-School Day Care / Školski uspjeh i anksioznost učenika u produženom i cjelodnevnom boravku","authors":"Marija D. Sakač, Mia Marić, Vlasta Lipovac","doi":"10.15516/CJE.V19I4.2506","DOIUrl":"https://doi.org/10.15516/CJE.V19I4.2506","url":null,"abstract":"Abstract The aim of the research was to study the correlation between school achievement and the degree of anxiety and characteristics of its structure among students attending extended and after-school day care. The RCMAS (Revised Children’s Manifest Anxiety Scale), a scale that measures anxiety among the population aged 7-19, was applied. The sample consisted of 222 elementary school students from the 1st to the 4th grade attending extended and after-school day care programs. Principal components, Pearson’s correlations, t-test and discriminative analysis were used for statistical analysis. The results are indicative of statistically significant differences in the level of anxiety between very good and excellent students. Students who achieve very good success exhibit significantly higher anxiety in relation to students with excellent achievement. Somatised anxiety and, to a lesser extent, social anxiety are dominant among them. Statistically significant differences on the side of very good students are expressed through forms of anxiety that reflect emotional instability, maladjustment, lack of social conformity, and anxiety caused by a variety of social situations. The somatic anxiety factor mostly contributes to the difference in anxiety characteristics. Key words: anxiety; extended and after-school day care programs; school achievement; students. --- Sažetak Cilj istraživanja bio je ispitati vezu između skolskog uspjeha i stupnja anksioznosti, kao i utvrditi oblike anksioznosti kod ucenika obuhvacenih produženim i cjelodnevnim boravkom. U istraživanju se koristio upitnik RCMAS (Revised Children s Manifest Anxiety Scale), koji mjeri razinu anksioznosti kod populacije u dobi od 7 do 19 godina. Uzorak cine 222 ucenika, od 1. do 4. razreda osnovne skole, koji su obuhvaceni produženim i cjelodnevnim boravkom. Primijenjeni su statisticka metoda glavnih komponenti, Pirsonova korelacijska analiza, t-test i diskriminacijska analiza. Rezultati istraživanja pokazuju statisticki znacajne razlike u stupnju anksioznosti između vrlo dobrih i odlicnih ucenika. Ucenici vrlo dobrog uspjeha imaju statisticki znacajno izraženiju anksioznost u odnosu na odlicne ucenike. Kod njih prevladava somatizirana, a u nesto manjoj mjeri i socijalna anksioznost. Statisticki znacajne razlike, u korist vrlo dobrih ucenika, utvrđene su kod oblika anksioznosti koji oznacavaju emocionalnu nestabilnost, neprilagođenost, nedostatak socijalnog konformizma, kao i anksioznost izazvanu razlicitim socijalnim situacijama. Razlika u stupnju anksioznosti najveca je kod somatizirane anksioznosti. Kljucne rijeci: anksioznost; produženi i cjelodnevni boravak; skolski uspjeh; ucenici.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86516033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The aim of the present study was to examine the screen time differences as an indicator of sedentary lifestyle in terms of some socio-demographic variables among university students. A total of 2209 university student (Mage = 20.80, SD = 1.61 years) participated in this study. The demographic information and screen time data were collected by using a survey form. The screen time refers to the combined time spent on watching TV/video, watching/playing/working on a computer, and playing video games. Two x three factorial ANOVA revealed significant gender and socio-economic status differences in the screen time. The male students and those with a high socio-economic status had higher screen time. In addition, one-way ANOVA showed significant screen time differences in terms of parental education level and place of residence (p < .001). The students living in dormitories and those whose parents had lower education level had lower screen time. Also, the students who had an opportunity to access technological devices in their place of residence and in their bedrooms had higher screen time than the students who did not have these facilities (p<.001). The screen time as a sedentary behavior among university students is quite high and these findings can be taken into account as a warning indicating increases in the sedentary lifestyle of these young adults. Key words: inactivity; sedentary behavior; socio-demographic variables; young adults. --- Sažetak Cilj istraživanja bio je utvrditi, na uzorku sveucilisnih studenata, razlike u vremenu provedenom ispred ekrana kao pokazatelju sjedilackog stila života s obzirom na neke drustveno-demografske varijable. U istraživanju je sudjelovalo ukupno 2209 sveucilisnih studenata (Mdob = 20,80, SD = 1,61 godina). Demografski podaci i podaci o vremenu provedenom ispred ekrana prikupljeni su s pomocu anketnog obrasca. Vrijeme provedeno ispred ekrana odnosi se na kombinaciju vremena provedenog gledajuci televiziju/video, gledajuci racunalo/igrajuci se/radeci na njemu, te igrajuci videoigre. 2 x 3 faktorska ANOVA otkrila je znacajne razlike u vremenu provedenom ispred ekrana prema spolu i drustveno-ekonomskom statusu. Kod studenata muskog spola i onih s visokim drustveno-ekonomskim statusom zabilježene su vise vrijednosti. Jednosmjerna ANOVA dodatno je pokazala znacajne razlike s obzirom na obrazovanje roditelja i mjesto stanovanja (p < ,001). Studenti u studentskim domovima i oni ciji su roditelji na niskoj obrazovnoj razini imaju niže vrijednosti za vrijeme provedeno ispred ekrana. Također, studenti koji imaju mogucnost pristupa tehnoloskim uređajima u svom domu i vlastitoj sobi imaju vise vrijednosti od onih koji nemaju takve mogucnosti (p<,001). Vrijednost zabilježena za vrijeme provedeno ispred ekrana kao pokazatelj sjedilackog ponasanja kod sveucilisnih studenata sasvim je visoka, pa se rezultati mogu uzeti u obzir kao upozorenje koje ukazuje na uzlazni trend s obzirom na sjedilacki stil života mladih odra
摘要本研究的目的是考察屏幕时间差异作为久坐生活方式的一些社会人口变量的指标。共有2209名大学生(Mage = 20.80, SD = 1.61 years)参与本研究。人口统计信息和屏幕时间数据通过调查表收集。屏幕时间指的是看电视/视频、看/玩/在电脑上工作和玩电子游戏的时间总和。2 × 3因子方差分析显示，性别和社会经济地位在屏幕时间上存在显著差异。男学生和社会经济地位高的学生屏幕时间更长。此外，单因素方差分析显示，屏幕时间在父母教育程度和居住地方面存在显著差异(p < 0.001)。住在宿舍的学生和父母受教育程度较低的学生屏幕时间较短。此外，有机会在住所和卧室使用科技设备的学生比没有这些设施的学生使用屏幕的时间更长(p< 0.001)。作为久坐行为的大学生看屏幕的时间相当长，这些发现可以被视为一个警告，表明这些年轻人久坐的生活方式在增加。关键词:不运动;久坐不动的行为;socio-demographic变量;年轻的成年人。--- Sažetak Cilj istraživanja bio je utvrditi, na uzorku sveucilisnih studenata, razlike u vremuvevedenom is prepred ekrana kao pokazatju sjedilackog stila života是obzirom na neke drustveno-demografske变量。U istraživanju je sudjelovalo ukupno 2209 sveucilisnih studenata (Mdob = 20,80, SD = 1,61 godina)。Demografski podaci是一种被证明是一种很常见的疾病，它被认为是一种很常见的疾病。vrijme provedeno是传播ekrana odnosi se, kombinaciju vremena provedeng gledajui televiziju/video, gledajui racunalo/ igrajui se/radeci na njemu, igrajui videoigre。2 × 3 faktorska方差分析otkrila je znacajne razlike u vremuu被证明是在一种特殊的经济状态下传播的。Kod学生对麝牛孢子的研究是在visokim drustveno- economystatusom zabilježene咨询vrijednosti。Jednosmjerna ANOVA dodatno je pokazala znacajne razlike s obzirom na obrazovanje roditelja i mjesto stanovanja (p < 0.001)。学生和学生浏览domovima i oni ciji su roditelji na niskoj obrazovnoj razini imaju niže vrijednosti za vrijeme provedeno is prepred ekrana。Također, students i koji imaju mogucnost pristupa technology . uređajima, and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and and . (p< 0.001)。Vrijednost zabilježena za vrijjeme provedeno is prepred ekrana kao pokazatelj sjedilackog ponasanja kad sucilisnih studenata svim je visoka, pa se rezultati mogu uzeti u obzir kao upozorenje koje ukazuje na uzazni trend s obzirom na sjedilacki仍然života mladih odraslih。kljune rijeci: neaktivnost;sjedilacko ponasanje;drustveno-demografske varijable;我做了一件了不起的事。
{"title":"Screen Time Differences among Turkish University Students as an Indicator of Sedentary Lifestyle and Inactivity / Razlike u vremenu provedenom ispred ekrana između sveučilišnih studenata u Turskoj kao pokazatelj sjedilačkog stila života i neaktivnosti","authors":"E. Caglar, N. Bilgili, Ayda Karaca, G. Deliceoğlu","doi":"10.15516/CJE.V19I4.2462","DOIUrl":"https://doi.org/10.15516/CJE.V19I4.2462","url":null,"abstract":"Abstract The aim of the present study was to examine the screen time differences as an indicator of sedentary lifestyle in terms of some socio-demographic variables among university students. A total of 2209 university student (Mage = 20.80, SD = 1.61 years) participated in this study. The demographic information and screen time data were collected by using a survey form. The screen time refers to the combined time spent on watching TV/video, watching/playing/working on a computer, and playing video games. Two x three factorial ANOVA revealed significant gender and socio-economic status differences in the screen time. The male students and those with a high socio-economic status had higher screen time. In addition, one-way ANOVA showed significant screen time differences in terms of parental education level and place of residence (p < .001). The students living in dormitories and those whose parents had lower education level had lower screen time. Also, the students who had an opportunity to access technological devices in their place of residence and in their bedrooms had higher screen time than the students who did not have these facilities (p<.001). The screen time as a sedentary behavior among university students is quite high and these findings can be taken into account as a warning indicating increases in the sedentary lifestyle of these young adults. Key words: inactivity; sedentary behavior; socio-demographic variables; young adults. --- Sažetak Cilj istraživanja bio je utvrditi, na uzorku sveucilisnih studenata, razlike u vremenu provedenom ispred ekrana kao pokazatelju sjedilackog stila života s obzirom na neke drustveno-demografske varijable. U istraživanju je sudjelovalo ukupno 2209 sveucilisnih studenata (Mdob = 20,80, SD = 1,61 godina). Demografski podaci i podaci o vremenu provedenom ispred ekrana prikupljeni su s pomocu anketnog obrasca. Vrijeme provedeno ispred ekrana odnosi se na kombinaciju vremena provedenog gledajuci televiziju/video, gledajuci racunalo/igrajuci se/radeci na njemu, te igrajuci videoigre. 2 x 3 faktorska ANOVA otkrila je znacajne razlike u vremenu provedenom ispred ekrana prema spolu i drustveno-ekonomskom statusu. Kod studenata muskog spola i onih s visokim drustveno-ekonomskim statusom zabilježene su vise vrijednosti. Jednosmjerna ANOVA dodatno je pokazala znacajne razlike s obzirom na obrazovanje roditelja i mjesto stanovanja (p < ,001). Studenti u studentskim domovima i oni ciji su roditelji na niskoj obrazovnoj razini imaju niže vrijednosti za vrijeme provedeno ispred ekrana. Također, studenti koji imaju mogucnost pristupa tehnoloskim uređajima u svom domu i vlastitoj sobi imaju vise vrijednosti od onih koji nemaju takve mogucnosti (p<,001). Vrijednost zabilježena za vrijeme provedeno ispred ekrana kao pokazatelj sjedilackog ponasanja kod sveucilisnih studenata sasvim je visoka, pa se rezultati mogu uzeti u obzir kao upozorenje koje ukazuje na uzlazni trend s obzirom na sjedilacki stil života mladih odra","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73785677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research included the sample of 114 pre-school children aged 6 and 7, with average values of height (TV=123.23 cm ± 5.43) and weight (TT=24.53 kg ± 2.71). The children were divided into two groups: (E) experimental group (n=55), which had an additional programme of kinesiology activities lasting for 12 weeks, and (K) control group (n=59), which, apart from regular activities in physical education classes in the kindergarten did not have a programme of kinesiology activities. The aim of the research was to determine the latent structure of motor abilities before and after the application of kinesiology activities, and to determine the compatibility of factor saturation. Correlation was performed by Pearson correlation coefficient, and determination of the structure of motor activities was performed by factor analysis and by the method of principal components with bent promax rotation of isolated principal components. The Tucker index of saturation factor was used for determining the compatibility of isolated factors. Research results indicate that both in the initial and the final measurements of both tested groups, a two-dimensional structure of motor abilities was determined, consisting of coordination and strength, which could most appropriately be defined as one, general motor factor. The congruence between the isolated factors in E and K groups gained in the initial and final measurements shows that there are no differences in the structure of isolated factors. It can be concluded that motor functioning of children is still under the mechanism of structuring movement, so after the application of kinesiology activities the same factors remained, and quality changes in the structure of motor abilities have not been detected in the tested age.
{"title":"Structure of Motor Abilities of Pre-School Children before and after Kinesiology Treatment","authors":"Danimir Mandić, D. Martinovic, Vladan Pelemiš","doi":"10.15516/CJE.V19I0.2733","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2733","url":null,"abstract":"The research included the sample of 114 pre-school children aged 6 and 7, with average values of height (TV=123.23 cm ± 5.43) and weight (TT=24.53 kg ± 2.71). The children were divided into two groups: (E) experimental group (n=55), which had an additional programme of kinesiology activities lasting for 12 weeks, and (K) control group (n=59), which, apart from regular activities in physical education classes in the kindergarten did not have a programme of kinesiology activities. The aim of the research was to determine the latent structure of motor abilities before and after the application of kinesiology activities, and to determine the compatibility of factor saturation. Correlation was performed by Pearson correlation coefficient, and determination of the structure of motor activities was performed by factor analysis and by the method of principal components with bent promax rotation of isolated principal components. The Tucker index of saturation factor was used for determining the compatibility of isolated factors. Research results indicate that both in the initial and the final measurements of both tested groups, a two-dimensional structure of motor abilities was determined, consisting of coordination and strength, which could most appropriately be defined as one, general motor factor. The congruence between the isolated factors in E and K groups gained in the initial and final measurements shows that there are no differences in the structure of isolated factors. It can be concluded that motor functioning of children is still under the mechanism of structuring movement, so after the application of kinesiology activities the same factors remained, and quality changes in the structure of motor abilities have not been detected in the tested age.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90568428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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