This study examines how students? absenteeism moderates the relationship of math self-concept and motivation to learn math on one side and the achievement in the TIMSS 2015 math test on the other. The stratified random sample consists of 4036 fourth grade pupils from 160 primary schools in Serbia. Separate regression models were made for four levels of frequency of students? absenteeism. The results show that self-concept makes a positive contribution to the prediction of achievement, and motivation a negative one. Additionally, with the increase of absenteeism the importance of self-concept drops and that of motivation grows. The analysis of variance confirmed that along with the increase of absenteeism, students express lower levels of self-concept, while the level of motivation does not change. The most important conclusion is that regular class attendance contributes to the students? math self-concept and consequential achievement by developing their experiences of success in math. The usefulness of the motivation scale for predicting math test performance is discussed.
{"title":"The role of absenteeism in the prediction of math achievement on the basis of self-concept and motivation: TIMSS 2015 in Serbia","authors":"D. Vesić, Vladimir Džinović, Snežana I. Mirkov","doi":"10.2298/psi190425010v","DOIUrl":"https://doi.org/10.2298/psi190425010v","url":null,"abstract":"This study examines how students? absenteeism moderates the relationship of math self-concept and motivation to learn math on one side and the achievement in the TIMSS 2015 math test on the other. The stratified random sample consists of 4036 fourth grade pupils from 160 primary schools in Serbia. Separate regression models were made for four levels of frequency of students? absenteeism. The results show that self-concept makes a positive contribution to the prediction of achievement, and motivation a negative one. Additionally, with the increase of absenteeism the importance of self-concept drops and that of motivation grows. The analysis of variance confirmed that along with the increase of absenteeism, students express lower levels of self-concept, while the level of motivation does not change. The most important conclusion is that regular class attendance contributes to the students? math self-concept and consequential achievement by developing their experiences of success in math. The usefulness of the motivation scale for predicting math test performance is discussed.","PeriodicalId":45301,"journal":{"name":"Psihologija","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68654621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Seyed, A. Karimi, Parnian Shobeiri, Ali Nowroozi, E. Mehraeen, A. Afsahi, A. Barzegary
Since the outbreak of COVID?19, several published reports of increased psychological problems turned the attention towards this field and ignited controversies surrounding it. Our aim was to address the issues in this area of interest to provide information for a more robust approach. We carried out a systematic search in PubMed, Embase, Scopus, UpToDate, Science direct, and Web of Science databases. We included English-written original papers, abstracts, reports, and letters to the editor published from December 2019 to April 2020. After evaluating the title and abstract to select the most relevant papers based on inclusion and exclusion criteria, articles underwent quality assessment. The full text of selected articles was then thoroughly read to extract the essential findings. The current review of the literature showed that psychological symptoms might happen among most people, including medical staff, and patients during the COVID?19 epidemic. We identified 24 potential psychological symptoms of the SARS-CoV?2 public health emergency. Reviewing extracted studies revealed that there was a risk of occurrence of psychological symptoms among the general population during the COVID?19 outbreak. However, firstline medical staffs who provide healthcare services to patients with COVID?19 were more susceptible to these symptoms. The systematic review highlights that anxiety, depression, stress, and sleep disturbance symptoms were the most frequent psychological symptoms of the COVID?19 pandemic situation. It is recommended that future studies evaluate practical interventions to reduce psychological symptoms, especially in health care workers during the COVID?19 epidemic.
自COVID爆发以来?一些已发表的关于心理问题增加的报告把人们的注意力转向了这个领域，并引发了围绕它的争论。我们的目标是解决这一领域的问题，为更可靠的方法提供信息。我们在PubMed、Embase、Scopus、UpToDate、Science direct和Web of Science数据库中进行了系统的检索。我们收录了2019年12月至2020年4月期间发表的英文原创论文、摘要、报告和致编辑的信。在根据纳入和排除标准对标题和摘要进行评估，选择最相关的论文后，对文章进行质量评估。然后仔细阅读选定文章的全文，以提取主要发现。目前对文献的回顾表明，在COVID - 19期间，包括医务人员和患者在内的大多数人都可能出现心理症状。19流行。我们确定了24种潜在的sars冠状病毒心理症状。2 .突发公共卫生事件。回顾提取的研究发现，在新冠肺炎期间，普通人群存在发生心理症状的风险。19爆发。然而，为COVID - 19患者提供医疗服务的一线医务人员?其中19人更容易出现这些症状。系统评价强调，焦虑、抑郁、压力和睡眠障碍症状是新冠肺炎最常见的心理症状。19 .大流行情况。建议未来的研究评估实际干预措施，以减少心理症状，特别是在COVID?19流行。
{"title":"Psychological symptoms of COVID-19 epidemic: A systematic review of current evidence","authors":"A. Seyed, A. Karimi, Parnian Shobeiri, Ali Nowroozi, E. Mehraeen, A. Afsahi, A. Barzegary","doi":"10.2298/psi200703035s","DOIUrl":"https://doi.org/10.2298/psi200703035s","url":null,"abstract":"Since the outbreak of COVID?19, several published reports of increased psychological problems turned the attention towards this field and ignited controversies surrounding it. Our aim was to address the issues in this area of interest to provide information for a more robust approach. We carried out a systematic search in PubMed, Embase, Scopus, UpToDate, Science direct, and Web of Science databases. We included English-written original papers, abstracts, reports, and letters to the editor published from December 2019 to April 2020. After evaluating the title and abstract to select the most relevant papers based on inclusion and exclusion criteria, articles underwent quality assessment. The full text of selected articles was then thoroughly read to extract the essential findings. The current review of the literature showed that psychological symptoms might happen among most people, including medical staff, and patients during the COVID?19 epidemic. We identified 24 potential psychological symptoms of the SARS-CoV?2 public health emergency. Reviewing extracted studies revealed that there was a risk of occurrence of psychological symptoms among the general population during the COVID?19 outbreak. However, firstline medical staffs who provide healthcare services to patients with COVID?19 were more susceptible to these symptoms. The systematic review highlights that anxiety, depression, stress, and sleep disturbance symptoms were the most frequent psychological symptoms of the COVID?19 pandemic situation. It is recommended that future studies evaluate practical interventions to reduce psychological symptoms, especially in health care workers during the COVID?19 epidemic.","PeriodicalId":45301,"journal":{"name":"Psihologija","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68655738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Large-scale educational effectiveness research requires valid student questionnaires to assess teaching practices. This research validated eight scales for measuring teaching factors from the Dynamic Model of Educational Effectiveness (DMEE). Parallel versions of scales for measuring teaching factors in mathematics and biology were constructed and validated in two studies. In the first study, an exploratory factor analysis was conducted on data from 683 students. In the second study, the structure was cross-validated via a confirmatory factor analysis (CFA) on a sample of 5,476 students. The multi-group CFA resulted in an acceptable metric invarience for all scales, indicating that the scales have comparable factor loadings. However, unsatisfactory scalar invariance suggested that the scales could not be used to compare teachers of different subjects. Testing alternative structural relations between the teaching factors did not confirm that the data fit the DMEE model adequately, although the fit parameters were better than for the alternative theoretical models. For mathematics, the external validation of the scales showed that the scales correlated with job satisfaction, external control, and teacher self-efficacy reported by the teachers. The scales are reliable and valid and could be applied to different school subjects.
大规模的教育有效性研究需要有效的学生问卷来评估教学实践。本研究验证了教育效能动态模型(Dynamic Model of Educational Effectiveness, DMEE)中八个测量教学因素的量表。本文构建了平行版本的数学和生物教学因素量表，并在两项研究中进行了验证。在第一个研究中，对683名学生的数据进行了探索性因素分析。在第二项研究中，通过验证性因子分析(CFA)对5,476名学生的样本进行了交叉验证。多组CFA对所有量表得出了可接受的度量不变性，表明量表具有可比的因子负荷。然而，标量不变性不理想，表明该量表不能用于比较不同学科的教师。测试教学因素之间的替代结构关系并没有证实数据充分拟合DMEE模型，尽管拟合参数优于替代理论模型。在数学方面，量表的外部验证表明，量表与教师报告的工作满意度、外部控制和教师自我效能感相关。该量表具有较高的信度和效度，适用于不同的学校科目。
{"title":"Validation of scales for measuring factors of teaching quality from the dynamic model of educational effectiveness","authors":"Bojana Bodroža, J. Teodorović, Smiljana Jošić","doi":"10.2298/psi200915010b","DOIUrl":"https://doi.org/10.2298/psi200915010b","url":null,"abstract":"Large-scale educational effectiveness research requires valid student questionnaires to assess teaching practices. This research validated eight scales for measuring teaching factors from the Dynamic Model of Educational Effectiveness (DMEE). Parallel versions of scales for measuring teaching factors in mathematics and biology were constructed and validated in two studies. In the first study, an exploratory factor analysis was conducted on data from 683 students. In the second study, the structure was cross-validated via a confirmatory factor analysis (CFA) on a sample of 5,476 students. The multi-group CFA resulted in an acceptable metric invarience for all scales, indicating that the scales have comparable factor loadings. However, unsatisfactory scalar invariance suggested that the scales could not be used to compare teachers of different subjects. Testing alternative structural relations between the teaching factors did not confirm that the data fit the DMEE model adequately, although the fit parameters were better than for the alternative theoretical models. For mathematics, the external validation of the scales showed that the scales correlated with job satisfaction, external control, and teacher self-efficacy reported by the teachers. The scales are reliable and valid and could be applied to different school subjects.","PeriodicalId":45301,"journal":{"name":"Psihologija","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68657481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Multiple versions of the Leader-member exchange (LMX) instruments are widely utilized for exploring the quality of exchange between the leader/supervisor and the employees in leadership studies. Despite widespread usage, validation studies outside the USA are scarce. The purpose of this study was to analyze the psychometric properties of three versions of LMX instruments in the South African context. The factor structure, validity, and reliability of the respective versions were explored. The sample comprised of employees from the private (3598) and public (2640) sectors, from 106 organizations, across three independent studies. A three-factor structure was reported for 11 and 12 item instruments, which is different from the original four factor structure. The unidimensional 7 item instrument reported exceptionally good fit. The results of this study are useful for leadership researchers within the South African context, as they can use the LMX instruments with confidence, but it raises a question about the common practice of using foreign developed instruments for research purposes without testing its transferability to that specific context.
{"title":"Assessing the dimensionality of three LMX instruments within a diverse cultural and linguistic context","authors":"A. Grobler, Rose Mathafena Boitumelo","doi":"10.2298/psi191011019g","DOIUrl":"https://doi.org/10.2298/psi191011019g","url":null,"abstract":"Multiple versions of the Leader-member exchange (LMX) instruments are widely utilized for exploring the quality of exchange between the leader/supervisor and the employees in leadership studies. Despite widespread usage, validation studies outside the USA are scarce. The purpose of this study was to analyze the psychometric properties of three versions of LMX instruments in the South African context. The factor structure, validity, and reliability of the respective versions were explored. The sample comprised of employees from the private (3598) and public (2640) sectors, from 106 organizations, across three independent studies. A three-factor structure was reported for 11 and 12 item instruments, which is different from the original four factor structure. The unidimensional 7 item instrument reported exceptionally good fit. The results of this study are useful for leadership researchers within the South African context, as they can use the LMX instruments with confidence, but it raises a question about the common practice of using foreign developed instruments for research purposes without testing its transferability to that specific context.","PeriodicalId":45301,"journal":{"name":"Psihologija","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68655659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID?19 crisis might generate effects in what regards people?s propensity to engage in moral and immoral actions, both during and after the pandemic. We used an experimental manipulation to explore the impact of the current lockdown on anticipated behaviors and its association with cyberchondria and moral identity. A convenience sample of 865 participants completed an online survey in which they were asked to rate the probability of engaging in certain morally positive and negative behaviors over the next week. The experimental group was required to imagine that the pandemic would be over by then, and all restrictions would be lifted, while the control groups did not receive this instruction. Participants? moral identity and cyberchondria were also measured. Results showed that participants in the experimental condition expressed higher intentions to perform positive behaviors and lower intentions to engage in negative actions. Furthermore, cyberchondria was positively associated both to intended negative behaviors in the control group, i.e., during the lockdown and to positive behaviors in the experimental group, i.e., after the lockdown. We discuss these results in relation to prospective moral licensing and cleansing, and to the role of health anxiety in shaping moral decisions.
{"title":"Better once it's over, worse now: Prospective moral behaviors after the coronavirus epidemic and cyberchondria","authors":"A. Maftei, A. Holman","doi":"10.2298/psi200603033m","DOIUrl":"https://doi.org/10.2298/psi200603033m","url":null,"abstract":"The COVID?19 crisis might generate effects in what regards people?s propensity to engage in moral and immoral actions, both during and after the pandemic. We used an experimental manipulation to explore the impact of the current lockdown on anticipated behaviors and its association with cyberchondria and moral identity. A convenience sample of 865 participants completed an online survey in which they were asked to rate the probability of engaging in certain morally positive and negative behaviors over the next week. The experimental group was required to imagine that the pandemic would be over by then, and all restrictions would be lifted, while the control groups did not receive this instruction. Participants? moral identity and cyberchondria were also measured. Results showed that participants in the experimental condition expressed higher intentions to perform positive behaviors and lower intentions to engage in negative actions. Furthermore, cyberchondria was positively associated both to intended negative behaviors in the control group, i.e., during the lockdown and to positive behaviors in the experimental group, i.e., after the lockdown. We discuss these results in relation to prospective moral licensing and cleansing, and to the role of health anxiety in shaping moral decisions.","PeriodicalId":45301,"journal":{"name":"Psihologija","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68656060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ana Radanović, Isidora Micić, Svetlana Pavlović, Ksenija Krstić
The aim of our study was to explore relations between parents? and children?s fear of COVID?19, parents? dispositions (emotion regulation, self-efficacy, the anxiety trait) and their distress (due to the pandemic, the national state of emergency [NSE] and curfews) and how these variables have been affecting the quality of parental pandemic practices during the COVID?19 NSE in Serbia. Our online questionnaire was filled in by 376 parents and one of their children aged 7 to 19 years. Path analysis was used to analyze data. Higher levels of cognitive reappraisal and self-efficacy directly contribute to a higher quality of parental pandemic practices during NSE. Indirectly, parents? fear, pandemic distress, and parents? cognitive anxiety symptoms increase children?s fear, consequently raising the quality of parental pandemic practices. Pointing out protective and risk factors that may affect pandemic parenting during NSE as well as mechanisms of their contributions, our findings draw attention to the importance of parents? negative emotions regulation and the effects of children?s emotions on the quality of parental pandemic practices during an ongoing pandemic.
{"title":"Pandemic parenting: Predictors of quality of parental pandemic practices during COVID-19 lockdown in Serbia","authors":"Ana Radanović, Isidora Micić, Svetlana Pavlović, Ksenija Krstić","doi":"10.2298/psi200731040r","DOIUrl":"https://doi.org/10.2298/psi200731040r","url":null,"abstract":"The aim of our study was to explore relations between parents? and children?s fear of COVID?19, parents? dispositions (emotion regulation, self-efficacy, the anxiety trait) and their distress (due to the pandemic, the national state of emergency [NSE] and curfews) and how these variables have been affecting the quality of parental pandemic practices during the COVID?19 NSE in Serbia. Our online questionnaire was filled in by 376 parents and one of their children aged 7 to 19 years. Path analysis was used to analyze data. Higher levels of cognitive reappraisal and self-efficacy directly contribute to a higher quality of parental pandemic practices during NSE. Indirectly, parents? fear, pandemic distress, and parents? cognitive anxiety symptoms increase children?s fear, consequently raising the quality of parental pandemic practices. Pointing out protective and risk factors that may affect pandemic parenting during NSE as well as mechanisms of their contributions, our findings draw attention to the importance of parents? negative emotions regulation and the effects of children?s emotions on the quality of parental pandemic practices during an ongoing pandemic.","PeriodicalId":45301,"journal":{"name":"Psihologija","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68656088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sanja Šimleša, Kaja Hacin, Maja Cepanec, Jasmina Ivsac-Pavlisa
The ability to attribute mental states to oneself and others, known as the theory of mind (ToM), has been widely researched over the past 40 years, along with its relation to language comprehension. However, a majority of the research on the relation between ToM and language used only verbal tasks assessing false belief understanding as a measure of ToM. Therefore, this study aimed to analyze the relation between language and ToM, using a larger battery of ToM measures, with different language demands. A total of 203 typically developing children between 46 and 68 months of age, with average nonverbal cognitive skills, were assessed using language comprehension and ToM tasks. The language aspect was assessed using the Reynell Developmental Language Scales (Language Comprehension scale A). To assess ToM, verbal and non-verbal tasks were taken from the ToM subtest of the NEPSY?II. Results indicated a significant correlation between language comprehension and verbal and non-verbal ToM measures. Hierarchical regression showed that language comprehension was a significant predictor for children?s performance on both verbal and non-verbal ToM tasks. Specifically, language comprehension affected ToM, regardless of the language demands of the ToM tasks. However, language comprehension was a stronger predictor for verbal than non-verbal ToM tasks. The results of this study contribute to the view that the relation between language and ToM is fundamental and exceeds the features of specific tasks.
{"title":"Importance of language for children’s theory of mind: Comparison of verbal and nonverbal theory of mind tasks","authors":"Sanja Šimleša, Kaja Hacin, Maja Cepanec, Jasmina Ivsac-Pavlisa","doi":"10.2298/psi190924023s","DOIUrl":"https://doi.org/10.2298/psi190924023s","url":null,"abstract":"The ability to attribute mental states to oneself and others, known as the theory of mind (ToM), has been widely researched over the past 40 years, along with its relation to language comprehension. However, a majority of the research on the relation between ToM and language used only verbal tasks assessing false belief understanding as a measure of ToM. Therefore, this study aimed to analyze the relation between language and ToM, using a larger battery of ToM measures, with different language demands. A total of 203 typically developing children between 46 and 68 months of age, with average nonverbal cognitive skills, were assessed using language comprehension and ToM tasks. The language aspect was assessed using the Reynell Developmental Language Scales (Language Comprehension scale A). To assess ToM, verbal and non-verbal tasks were taken from the ToM subtest of the NEPSY?II. Results indicated a significant correlation between language comprehension and verbal and non-verbal ToM measures. Hierarchical regression showed that language comprehension was a significant predictor for children?s performance on both verbal and non-verbal ToM tasks. Specifically, language comprehension affected ToM, regardless of the language demands of the ToM tasks. However, language comprehension was a stronger predictor for verbal than non-verbal ToM tasks. The results of this study contribute to the view that the relation between language and ToM is fundamental and exceeds the features of specific tasks.","PeriodicalId":45301,"journal":{"name":"Psihologija","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68654759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goal of the study was to examine whether the zone of actual (ZAD) and the zone of proximal development (ZPD) in children, measured through preschool dynamic assessment, could be used as predictors of later school performance. A longitudinal study was conducted. The participants were 114 students from the ?Stevan Colovic? primary school in Arilje (54 boys, and 60 girls), Serbia. The findings generally confirm that measures from preschool dynamic assessment can be used as predictors of later school performance. ZAD was shown to be a better predictor than ZPD. ZPD is an independent predictor only for performance in language and mathematics tests in a final trial test. Affective-motivational scaffolding is a better predictor than cognitive scaffolding. These results are considered in the context of Vygotsky?s theory and also in that of dynamic assessment procedures. Theoretical and practical implications for future studies of affective-motivational and cognitive factors as predictors of school performance are being considered.
{"title":"The zone of actual and the zone of proximal development measured through preschool dynamic assessment as predictors of later school performance - a longitudinal study","authors":"S. Lukovic, B. Marinković, Marija Zotovic-Kostic","doi":"10.2298/PSI200914004L","DOIUrl":"https://doi.org/10.2298/PSI200914004L","url":null,"abstract":"The goal of the study was to examine whether the zone of actual (ZAD) and the zone of proximal development (ZPD) in children, measured through preschool dynamic assessment, could be used as predictors of later school performance. A longitudinal study was conducted. The participants were 114 students from the ?Stevan Colovic? primary school in Arilje (54 boys, and 60 girls), Serbia. The findings generally confirm that measures from preschool dynamic assessment can be used as predictors of later school performance. ZAD was shown to be a better predictor than ZPD. ZPD is an independent predictor only for performance in language and mathematics tests in a final trial test. Affective-motivational scaffolding is a better predictor than cognitive scaffolding. These results are considered in the context of Vygotsky?s theory and also in that of dynamic assessment procedures. Theoretical and practical implications for future studies of affective-motivational and cognitive factors as predictors of school performance are being considered.","PeriodicalId":45301,"journal":{"name":"Psihologija","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68657447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","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 investigate how Serbian native speaking preschool children comprehend perfective and imperfective aspect in comparison to adults. After watching animated movies with complete, incomplete and unstarted actions, the participants were asked questions with a perfective or imperfective verb form and responded by pointing to the event(s) that corresponded to each question. The results converged to a clear developmental trend in understanding of aspectual forms. The data indicate that the acquisition of perfective precedes the acquisition of imperfective: 3-year-olds typically understand only the meaning of perfective; most 5-year-olds have almost adult-like understanding of both aspectual forms, while 4-year-olds are a transitional group. Our results support the viewpoint that children's and adults? representations of this language category differ qualitatively, and we argue that mastering of aspect semantics is a long-term process that presupposes a certain level of cognitive and pragmatic development, and lasts throughout the preschool period.
{"title":"Children’s comprehension of the verbal aspect in Serbian","authors":"M. Savić, Maša Popović, Darinka Andjelkovic","doi":"10.2298/PSI191120003S","DOIUrl":"https://doi.org/10.2298/PSI191120003S","url":null,"abstract":"The aim of the study was to investigate how Serbian native speaking preschool children comprehend perfective and imperfective aspect in comparison to adults. After watching animated movies with complete, incomplete and unstarted actions, the participants were asked questions with a perfective or imperfective verb form and responded by pointing to the event(s) that corresponded to each question. The results converged to a clear developmental trend in understanding of aspectual forms. The data indicate that the acquisition of perfective precedes the acquisition of imperfective: 3-year-olds typically understand only the meaning of perfective; most 5-year-olds have almost adult-like understanding of both aspectual forms, while 4-year-olds are a transitional group. Our results support the viewpoint that children's and adults? representations of this language category differ qualitatively, and we argue that mastering of aspect semantics is a long-term process that presupposes a certain level of cognitive and pragmatic development, and lasts throughout the preschool period.","PeriodicalId":45301,"journal":{"name":"Psihologija","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68655709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Kozina, M. Vidmar, Manja Veldin, Tina Pivec, Igor Peras
With stress related to the COVID-19 pandemic, an increase in anxiety and a decrease in overall mental well-being is expected. We investigated the role of emotional competencies (mindfulness and emotional self-efficacy) for psychological responding (mental well-being, general anxiety, and COVID-19 anxiety) during the COVID-19 pandemic. We also examined whether practising mindfulness with inner (meditation-based) and body (yoga-based) exercises supports emotional competencies. Our sample consisted of 364 participants (83.5% females, M = 37.21 years, SD = 12.92 years). Findings showed that emotional competencies are a viable source of support in psychological responses to COVID-19, with Emotional self-efficacy and Accept without judgement playing the strongest roles. Moreover, practising mindfulness was shown to foster several aspects of emotional competencies (i.e., Observe, Describe, and Emotional self-efficacy). There is an ambiguous finding regarding Observe scale that was also found problematic in other studies. The implications for possible interventions are discussed.
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