Previous studies showed that rejection sensitivity is a predictor of depressive symptoms. However, it is not clear whether gender is a moderator in this relation. This study aims to longitudinally examine the contribution of rejection sensitivity to depressive symptoms in university students and the moderating role of gender in that relation. A longitudinal research with a two-wave data collection five months apart included 277 students (53 male) aged between 18 and 29 years. The results showed that, controlling for the initial level of depressive symptoms, rejection sensitivity predicted the level of depressive symptoms after five months in female but not in male students. Females with higher rejection sensitivity showed higher increase in depressive symptoms in a five- -month period than females with lower rejection sensitivity. The results for females are in line with the rejection sensitivity theory, while the results for males require further research.
{"title":"The Moderating Role of Gender in the Relation Between Rejection Sensitivity and Depressive Symptoms in Early Adulthood","authors":"Maja Brekalo, Gordana Keresteš","doi":"10.5559/di.31.2.01","DOIUrl":"https://doi.org/10.5559/di.31.2.01","url":null,"abstract":"Previous studies showed that rejection sensitivity is a predictor of depressive symptoms. However, it is not clear whether gender is a moderator in this relation. This study aims to longitudinally examine the contribution of rejection sensitivity to depressive symptoms in university students and the moderating role of gender in that relation. A longitudinal research with a two-wave data collection five months apart included 277 students (53 male) aged between 18 and 29 years. The results showed that, controlling for the initial level of depressive symptoms, rejection sensitivity predicted the level of depressive symptoms after five months in female but not in male students. Females with higher rejection sensitivity showed higher increase in depressive symptoms in a five- -month period than females with lower rejection sensitivity. The results for females are in line with the rejection sensitivity theory, while the results for males require further research.","PeriodicalId":45161,"journal":{"name":"Drustvena Istrazivanja","volume":"72 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81010006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Perić, Vanesa Varga, Marina Kotrla Topić, Marina Merkaš
This review paper aims to present the results of recent research on the relation between the use of digital technology and children's development. The paper describes the importance of the topic and gives a systematic overview of empirical research on the topic of the paper. The results of recent research show that the use of digital technology in children is associated, albeit low to moderate, with their physical, social, emotional, and cognitive development. The content that is viewed, created, and listened to through digital technology devices and the time and circumstances of children's use of digital technology determine whether the effects of the use of digital technology on children's development will be positive or negative. This review of current research indicates the need to further examine the factors that may mediate and/or moderate the relationship between the use of digital technology and children's development, and the need to develop a theoretical framework to integrate current knowledge and direct future research in the field.
{"title":"Review of Research on the Relationship Between Digital Technology Use and Child Development","authors":"K. Perić, Vanesa Varga, Marina Kotrla Topić, Marina Merkaš","doi":"10.5559/di.31.2.08","DOIUrl":"https://doi.org/10.5559/di.31.2.08","url":null,"abstract":"This review paper aims to present the results of recent research on the relation between the use of digital technology and children's development. The paper describes the importance of the topic and gives a systematic overview of empirical research on the topic of the paper. The results of recent research show that the use of digital technology in children is associated, albeit low to moderate, with their physical, social, emotional, and cognitive development. The content that is viewed, created, and listened to through digital technology devices and the time and circumstances of children's use of digital technology determine whether the effects of the use of digital technology on children's development will be positive or negative. This review of current research indicates the need to further examine the factors that may mediate and/or moderate the relationship between the use of digital technology and children's development, and the need to develop a theoretical framework to integrate current knowledge and direct future research in the field.","PeriodicalId":45161,"journal":{"name":"Drustvena Istrazivanja","volume":"34 5 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80003823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students' engagement in their studies during their time at university is a fundamental building block of a high-quality learning experience. In this paper, we investigate learning goal orientation as a predictor of student engagement in the context of higher education. Moreover, we examine whether the perception of feeling envied mediates this effect and investigate the moderating effect of ethical climate in this regard. The proposed moderated mediation model was tested on a sample of 230 business students. Results reveal that learning goal orientation is positively related with study engagement and that feeling envied mediates this relationship. We also affirm the moderating role of ethical climate in the relationship between learning goal orientation and study engagement. Specifically, in schools where the climate is perceived to be more ethical, student engagement is higher, regardless of how envied students feel. The paper concludes with a list of practical implications that may serve educators in their attempts to create conditions that foster students' engagement in class.
{"title":"What Drives Student Engagement? The Role of Learning Goal Orientation, Feeling Envied, and Ethical Climate","authors":"Darija Aleksić, K. K. Mihelič","doi":"10.5559/di.31.2.05","DOIUrl":"https://doi.org/10.5559/di.31.2.05","url":null,"abstract":"Students' engagement in their studies during their time at university is a fundamental building block of a high-quality learning experience. In this paper, we investigate learning goal orientation as a predictor of student engagement in the context of higher education. Moreover, we examine whether the perception of feeling envied mediates this effect and investigate the moderating effect of ethical climate in this regard. The proposed moderated mediation model was tested on a sample of 230 business students. Results reveal that learning goal orientation is positively related with study engagement and that feeling envied mediates this relationship. We also affirm the moderating role of ethical climate in the relationship between learning goal orientation and study engagement. Specifically, in schools where the climate is perceived to be more ethical, student engagement is higher, regardless of how envied students feel. The paper concludes with a list of practical implications that may serve educators in their attempts to create conditions that foster students' engagement in class.","PeriodicalId":45161,"journal":{"name":"Drustvena Istrazivanja","volume":"32 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84967057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the study was to explore whether social support plays a moderator and / or mediator role in relation to two indicators of difficult economic adjustment (loss of financial independence and loss of lifestyle) and life satisfaction of men and women. Data were collected at two measurement points during 2016, on a convenient sample of 180 women and 164 men. In the first point, two indicators of economic adjustment were measured by self-report, while in the second point, perceived social support, as well as life satisfaction were measured. Data were analyzed with several moderation and mediation analyses. The results showed the non-significance of the tested moderational effects of social support on the relationship between both indicators of economic adjustment and life satisfaction on both sexes, while mediational analysis showed the significance of only one tested mediation effect, on a sample of women. More specifically, a pronounced loss of lifestyle has been shown to lead to less social support, which ultimately leads to lower life satisfaction. The results were interpreted with regard to economic adjustment as a source of stress, and existing hypotheses of the role of social support in the context of well-being of the individual, i.e. life satisfaction.
{"title":"Economic Adjustment and Life Satisfaction of Men and Women: The Role of Social Support","authors":"Lana Batinić, Ivana Vrselja, Dragan Glavaš","doi":"10.5559/di.31.2.07","DOIUrl":"https://doi.org/10.5559/di.31.2.07","url":null,"abstract":"The aim of the study was to explore whether social support plays a moderator and / or mediator role in relation to two indicators of difficult economic adjustment (loss of financial independence and loss of lifestyle) and life satisfaction of men and women. Data were collected at two measurement points during 2016, on a convenient sample of 180 women and 164 men. In the first point, two indicators of economic adjustment were measured by self-report, while in the second point, perceived social support, as well as life satisfaction were measured. Data were analyzed with several moderation and mediation analyses. The results showed the non-significance of the tested moderational effects of social support on the relationship between both indicators of economic adjustment and life satisfaction on both sexes, while mediational analysis showed the significance of only one tested mediation effect, on a sample of women. More specifically, a pronounced loss of lifestyle has been shown to lead to less social support, which ultimately leads to lower life satisfaction. The results were interpreted with regard to economic adjustment as a source of stress, and existing hypotheses of the role of social support in the context of well-being of the individual, i.e. life satisfaction.","PeriodicalId":45161,"journal":{"name":"Drustvena Istrazivanja","volume":"104 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76042158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jelena Šakotić-Kurbalija, Dragan Kurbalija, Biljana Trifunović, Beata Grabovac
In this study, we examined perceived efficacy in solving marital conflicts as a mediator between adult attachment style and dyadic adjustment, while controlling for the effects of duration of marriage. A total of 1921 married women participated in the research. The results suggest that women with high attachment avoidance are more likely to perceive themselves as inefficient in marital conflict resolution and maladjusted to the dyadic relationship, compared to women with high attachment anxiety. Furthermore, the results suggest that perceived efficacy in solving marital conflicts mediates the effects of insecure attachment styles on dyadic adjustment. Finally, there is evidence for a reciprocal causation between efficacy expectations and dyadic adjustment.
{"title":"Women's Attachment Style and Dyadic Adjustment: The Mediator Role of Perceived Efficacy in Solving Marital Conflicts","authors":"Jelena Šakotić-Kurbalija, Dragan Kurbalija, Biljana Trifunović, Beata Grabovac","doi":"10.5559/di.31.2.06","DOIUrl":"https://doi.org/10.5559/di.31.2.06","url":null,"abstract":"In this study, we examined perceived efficacy in solving marital conflicts as a mediator between adult attachment style and dyadic adjustment, while controlling for the effects of duration of marriage. A total of 1921 married women participated in the research. The results suggest that women with high attachment avoidance are more likely to perceive themselves as inefficient in marital conflict resolution and maladjusted to the dyadic relationship, compared to women with high attachment anxiety. Furthermore, the results suggest that perceived efficacy in solving marital conflicts mediates the effects of insecure attachment styles on dyadic adjustment. Finally, there is evidence for a reciprocal causation between efficacy expectations and dyadic adjustment.","PeriodicalId":45161,"journal":{"name":"Drustvena Istrazivanja","volume":"53 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74298466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the research is to examine the characteristics of students and teachers in predicting positive and assertive disciplinary procedures in inclusive elementary school classes in Croatia. The study was conducted with teachers from 125 elementary schools in Croatia (N = 539), who assessed themselves and their students, with at least 7 out of 9 symptoms of inattention. Teachers assessed their relationship with each student and gave assessments on the Vanderbilt ADHD Teacher Rating Scale (hyperactivity-impulsivity, antisocial and emotional problems), and the Scale of Misbehavior Management Strategy (positive and assertive disciplinary procedures). Rewards, praise, and positive reinforcement are more often applied by teachers to students with more pronounced symptoms of antisociality and poorer academic performance when they assess that they have a positive interpersonal relationship with these students. For sanctions and negative consequences to be applied to students, it was only important that the students showed more symptoms of antisociality. Quality inclusive work through the application of positive disciplinary measures requires knowledge of the developmental characteristics of students and investment in a positive interpersonal relationship with them.
{"title":"Positive and Assertive Disciplining of Students with Attention Difficulties","authors":"N. Vlah, T. Velki, Smiljana Zrilić","doi":"10.5559/di.31.1.08","DOIUrl":"https://doi.org/10.5559/di.31.1.08","url":null,"abstract":"The aim of the research is to examine the characteristics of students and teachers in predicting positive and assertive disciplinary procedures in inclusive elementary school classes in Croatia. The study was conducted with teachers from 125 elementary schools in Croatia (N = 539), who assessed themselves and their students, with at least 7 out of 9 symptoms of inattention. Teachers assessed their relationship with each student and gave assessments on the Vanderbilt ADHD Teacher Rating Scale (hyperactivity-impulsivity, antisocial and emotional problems), and the Scale of Misbehavior Management Strategy (positive and assertive disciplinary procedures). Rewards, praise, and positive reinforcement are more often applied by teachers to students with more pronounced symptoms of antisociality and poorer academic performance when they assess that they have a positive interpersonal relationship with these students. For sanctions and negative consequences to be applied to students, it was only important that the students showed more symptoms of antisociality. Quality inclusive work through the application of positive disciplinary measures requires knowledge of the developmental characteristics of students and investment in a positive interpersonal relationship with them.","PeriodicalId":45161,"journal":{"name":"Drustvena Istrazivanja","volume":"57 45 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83948375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the study was the comparison of intellectually gifted secondary grammar school students with students from the average population of secondary grammar school students, in the level of overexcitability and prediction of intellectual giftedness through the various types of overexcitability. The research sample consisted of 88 secondary grammar school students aged 16-17 years. The target group, who were identified as intellectually gifted students, consisted of 44 students, whereas the control group consisted of 44 students from an average population of secondary grammar school students. We used tests of intellectual ability, Raven's Advanced Progressive Matrices Test, Intelligence Structure Analysis, and Urban's Figural Test of Creative Thinking to identify intellectually gifted secondary grammar school students. Types of overexcitability were assessed by means of the Overexcitability Questionnaire. Statistical analysis showed significant differences in the level of overexcitabilities between intellectually gifted secondary grammar school students and students from the average population of secondary grammar school students. Significant predictive power of intellectual and emotional overexcitability was found in relation to intellectual giftedness.
{"title":"Types of Overexcitability in Intellectually Gifted Adolescent Students in Slovakia","authors":"Tatiana Pethö","doi":"10.5559/di.31.1.01","DOIUrl":"https://doi.org/10.5559/di.31.1.01","url":null,"abstract":"The aim of the study was the comparison of intellectually gifted secondary grammar school students with students from the average population of secondary grammar school students, in the level of overexcitability and prediction of intellectual giftedness through the various types of overexcitability. The research sample consisted of 88 secondary grammar school students aged 16-17 years. The target group, who were identified as intellectually gifted students, consisted of 44 students, whereas the control group consisted of 44 students from an average population of secondary grammar school students. We used tests of intellectual ability, Raven's Advanced Progressive Matrices Test, Intelligence Structure Analysis, and Urban's Figural Test of Creative Thinking to identify intellectually gifted secondary grammar school students. Types of overexcitability were assessed by means of the Overexcitability Questionnaire. Statistical analysis showed significant differences in the level of overexcitabilities between intellectually gifted secondary grammar school students and students from the average population of secondary grammar school students. Significant predictive power of intellectual and emotional overexcitability was found in relation to intellectual giftedness.","PeriodicalId":45161,"journal":{"name":"Drustvena Istrazivanja","volume":"35 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86862758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vanja Putarek, Nina Pavlin-Bernardić, Barbara Bunoza
The aim of this study was to examine the relationships between motivational beliefs (achievement goals, self-efficacy, self-efficacy in self-regulated learning), as well as contextual factors, and academic cheating in midterm and final exams at technical faculties of the University of Zagreb. The participants were 398 students enrolled in all five years of the study. Data were collected by the Achievement Goals Scale, the Self-Efficacy Scale, the Self-Efficacy for Self- -Regulated Learning Scale, the Contextual Reasons for Cheating on Exams Scale, and the Academic Cheating Scale. The results demonstrated that, compared to lower- -year students, higher-year students had higher self-efficacy and self-efficacy in self-regulated learning, but lower performance-avoidance and work-avoidance goals. There were no differences in other motivational beliefs, frequency of academic cheating and reliance on contextual factors. Frequency of academic cheating was positively related to work-avoidance goals and contextual factors, and it was negatively related to average grade in previous academic year, self-efficacy in self-regulated learning, and mastery- -approach goals. The analysis of incremental validity of contextual factors revealed that they explained 28.6% of the variance of academic cheating above and beyond motivational beliefs. Moreover, the results showed a greater independent contribution of contextual factors in explaining academic cheating compared to the contribution of motivational beliefs.
{"title":"Academic Cheating: The Role of Motivational and Contextual Factors","authors":"Vanja Putarek, Nina Pavlin-Bernardić, Barbara Bunoza","doi":"10.5559/di.31.1.05","DOIUrl":"https://doi.org/10.5559/di.31.1.05","url":null,"abstract":"The aim of this study was to examine the relationships between motivational beliefs (achievement goals, self-efficacy, self-efficacy in self-regulated learning), as well as contextual factors, and academic cheating in midterm and final exams at technical faculties of the University of Zagreb. The participants were 398 students enrolled in all five years of the study. Data were collected by the Achievement Goals Scale, the Self-Efficacy Scale, the Self-Efficacy for Self- -Regulated Learning Scale, the Contextual Reasons for Cheating on Exams Scale, and the Academic Cheating Scale. The results demonstrated that, compared to lower- -year students, higher-year students had higher self-efficacy and self-efficacy in self-regulated learning, but lower performance-avoidance and work-avoidance goals. There were no differences in other motivational beliefs, frequency of academic cheating and reliance on contextual factors. Frequency of academic cheating was positively related to work-avoidance goals and contextual factors, and it was negatively related to average grade in previous academic year, self-efficacy in self-regulated learning, and mastery- -approach goals. The analysis of incremental validity of contextual factors revealed that they explained 28.6% of the variance of academic cheating above and beyond motivational beliefs. Moreover, the results showed a greater independent contribution of contextual factors in explaining academic cheating compared to the contribution of motivational beliefs.","PeriodicalId":45161,"journal":{"name":"Drustvena Istrazivanja","volume":"73 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73674965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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