Affect is involved in many psychological phenomena, but a descriptive structure, long sought, has been elusive. Valence and arousal are fundamental, and a key question-the focus of the present ...study-is the relationship between them. Valence is sometimes thought to be independent of arousal, but, in some studies (representing too few societies in the world) arousal was found to vary with valence. One common finding is that arousal is lowest at neutral valence and increases with both positive and negative valence: a symmetric V-shaped relationship. In the study reported here of self-reported affect during a remembered moment (N = 8,590), we tested the valence-arousal relationship in 33 societies with 25 different languages. The two most common hypotheses in the literature-independence and a symmetric V-shaped relationship-were not supported. With data of all samples pooled, arousal increased with positive but not negative valence. Valence accounted for between 5% (Finland) and 43% (China Beijing) of the variance in arousal. Although there is evidence for a structural relationship between the two, there is also a large amount of variability in this relation.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
In this study, we examined the mediating role of academic self-efficacy and motivational learning strategies in the relationship between personality and elementary school students’ achievement. The ...data were collected using a questionnaire that was administered to 511 Croatian eighth-grade students (14–15 years old) and analysed using Hayes’s PROCESS procedure. The results suggest that conscientious students have higher grade point average (GPA) which can partially be explained with their relatively high academic self-efficacy and avoidance of using strategies of protecting self-esteem. Findings also indicate serial mediating effects of academic self-efficacy and strategies of protecting self-esteem on the relationship between conscientiousness and GPA. Openness was positively related to GPA, but only indirectly, through academic self-efficacy. Furthermore, we found an indirect effect of agreeableness on GPA through less frequent use of strategies aimed at protecting self-esteem. Neuroticism and extraversion showed no direct nor indirect effects on GPA. Additionally, students with higher academic self-efficacy were less inclined to use strategies of protecting self-esteem. However, there was no effect of academic self-efficacy on strategies of promoting learning process. This study adds to the existing literature by specifically examining serial mediation of academic self-efficacy and learning strategies in the relationship between personality and GPA.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
•Mean trait levels are appropriate criteria for evaluating national stereotypes.•The Reference Group Effect has limited impact on culture mean scores.•The National Character Survey faithfully ...reflects beliefs about typical traits.•Collective behaviors may not reflect aggregate personality traits.•National character stereotypes are inaccurate for most traits and cultures.
Consensual stereotypes of some groups are relatively accurate, whereas others are not. Previous work suggesting that national character stereotypes are inaccurate has been criticized on several grounds. In this article we (a) provide arguments for the validity of assessed national mean trait levels as criteria for evaluating stereotype accuracy and (b) report new data on national character in 26 cultures from descriptions (N=3323) of the typical male or female adolescent, adult, or old person in each. The average ratings were internally consistent and converged with independent stereotypes of the typical culture member, but were weakly related to objective assessments of personality. We argue that this conclusion is consistent with the broader literature on the inaccuracy of national character stereotypes.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Both cross-sectional and longitudinal studies in the United States have shown consistent changes between college age and middle adulthood. There appear to be declines in 3 of the 5 major factors of ...personality-Neuroticism, Extraversion, and Openness-and increases in Agreeableness and Conscientiousness. To examine cross-cultural generalizability of these findings, translations of the Revised NEO Personality Inventory were administered to samples in Germany, Italy, Portugal, Croatia, and South Korea (
N
= 7,363). Similar patterns of age differences were seen in each country, for both men and women. Common trends were also seen for the more specific traits that define the major factors. Because these nations differ substantially in culture and recent history, results suggest the hypothesis that these are universal maturational changes in adult personality.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
This study explores the role of perceived change in job demands and resources and socio-demographic characteristics in teacher well-being during the Covid-19 pandemic. We used data from over three ...thousand Croatian school teachers with at least three years of service. We performed path analysis to test the proposed relationships of socio-demographics (gender, school level and years of service) and perceived change in job demands and resources (work demands, the frequency of student difficulties and the quality of professional cooperation) with teacher well-being (job satisfaction, stress and work-life balance). The effects of the socio-demographic variables on the measures of well-being varied from non-existent to small. The model fitted the data well. However, the parameter values indicated a modest contribution of socio-demographics and perceived change in job demands and resources in explaining teacher well-being during the Covid-19 pandemic. Teachers reported relatively high job satisfaction, low levels of stress, and medium levels of work-life balance. In addition, their experiences of stress and work-life balance were not considerably affected by the perceived increases in job demands. Our results suggest that teachers demonstrated resilience in adapting to challenging circumstances. This capacity should be continuously nurtured in their professional development programmes.
Aggressive behaviour has negative consequences for students who are exposed to it and those who are aggressive. In addition to a number of negative consequences at the individual level aggression ...negatively impacts processes within the school. Successful methods of preventing and reducing aggressive behaviour at school often include activities related to empathy. Empathy is the ability to understand and feel the emotional state of another person. It includes cognitive and emotional components and is associated with positive effects on relationships and behaviours; the lack of empathy is associated with negative effects, including aggressive behaviour. We analysed the relationships among empathy dimensions and general aggression, including the subtypes of aggression. We used the AG-UD aggression scale and the IRI questionnaire for the measurement of empathy on a sample of Slovene (N = 125), Croatian (N = 95) and Swedish (N = 84) adolescents aged between 13 and 14. The findings across samples revealed several significant associations on the level of general aggression and high congruence across countries and on the level of types of aggression. This data indicates the need to include dimension-level prevention and intervention based on the prevalence of specific types of aggression.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Studies on motivation for teaching as a career choice are still relatively rare and lacking clear theoretical framework based on recent theories of motivation and career choice. The aim of this ...research was to empirically test the model of influences on the choice of teaching as a career based on expectancy-value theory of motivation (Eccles, 2005) in Croatian educational context and to validate the Croatian version of the FIT-Choice Questionnaire. The questionnaire, originally designed in Australia (Richardson & Watt, 2006), assesses a variety of factors playing the role in choosing teaching as a career. The sample consisted of 188 students from teaching faculties at the universities in Zagreb and Rijeka. Factor structure of the Croatian version of FIT-Choice Questionnaire provided a good replication of the original factor structure of the scales, given a relatively large number of factors underlying original scales and substantial differences in Croatian and Australian educational context, pre-service teacher education and status of teaching profession. The obtained results therefore provided a support for the construct validity of the FIT-Choice Questionnaire and for the adequacy of the model of influences on the choice of teaching as a career (Richardson & Watt 2006) as a conceptual framework for interpreting the motivation for teaching profession in the Croatian educational context. The principal motives for career choice of our student teachers were the opportunity to work with children, social contribution and perceived teaching ability, while personal values as job security and time for family were perceived as less important. PUBLICATION ABSTRACT
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IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
U radu se ispituju individualne i kontekstualne odrednice samoefikasnosti srednjoškolskih nastavnika za poučavanje u socio-kulturno heterogenim razredima. Pritom se taj specifičan vid samoefikasnosti ...nastavnika dovodi u vezu sa sviješću o različitosti i otvorenosti prema iskustvu (individualni aspekt), kao i s nastavničkom procjenom školske klime i udjelom učenika manjinskih nacionalnosti (kontekstualni aspekt). Formulirani su sljedeći istraživački problemi: 1) ispitati veze nastavničke svijesti o različitosti i otvorenosti prema iskustvu sa samoefikasnošću za poučavanje u socio-kulturno heterogenim razredima; 2) ispitati veze nastavničke procjene školske klime te udjela učenika manjinskih nacionalnosti sa samoefikasnošću za poučavanje u socio-kulturno heterogenim razredima; 3) ispitati moguće moderacijske učinke nastavničke procjene školske klime i udjela učenika manjinskih nacionalnosti na odnos izmeðu samoefikasnosti za poučavanje u socio-kulturno heterogenim razredima s jedne te svijesti o različitosti i otvorenosti prema iskustvu s druge strane. Podaci su prikupljeni mrežnim upitnikom na 268 nastavnika iz 20 srednjih škola u sjevernoj Hrvatskoj te analizirani multiplom hijerarhijskom regresijskom analizom. Nalazi pokazuju da su svijest o različitosti, otvorenost prema iskustvu, pozitivna školska klima te viši udio učenika manjinskih nacionalnosti u pozitivnoj vezi sa samoefikasnošću nastavnika za poučavanje u socio-kulturno heterogenim razredima. Moderacijski efekti nisu bili statistički značajni, što upućuje na zaključak da povezanost svijesti o različitosti i otvorenosti prema iskustvu s nastavničkom samoefikasnošću ne ovise o analiziranim odrednicama školskoga konteksta.
Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional ...competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be in the coreŽ, 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies. (DIPF/Orig.)
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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