Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the ...most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Nezaposlenost je jedan od ozbiljnijih problema s kojim se suočava suvremeno društvo. U ovom se članku analizira jedan od načina kako prevladati visoku nezaposlenost i njezine posljedice, i to uz ...pomoć stručnog osposobljavanja. Daje se pregled rezultata istraživanja provedenog nad odraslim osobama (u dobi od 18 do 55 god) koje su bile uključene u proces osposobljavanja u Hrvatskom zavodu za zapošljavanje, Područnoj službi Zadar tijekom 2007. godine (od lipnjado prosinca). Istraživano je zapošljavanje nakon provedena osposobljavanja, odnosno koliki se broj osoba nakon šest mjeseci od završetka osposobljavanja zaposlio. Varijable koje su se u tome istraživanju promatrale su: spol, dob, prethodno završena škola i duljina vremena nezaposlenosti. Autorica ukazuje na podatak da je najveći učinak ovakva tipa osposobljavanja bio kod osoba koje su mlađe (do 35 godina), te kod osoba koje imaju kraće vrijeme nezaposlenosti (do 12 mjeseci). Spol i prethodno završena škola nisu se su pokazale značajnima. Na kraju autorica zaključuje da je značajna uloga stručnog osposobljavanja, posebice u stjecanju osnova iz informatičke pismenosti (osposobljavanje za rad na računalu i osposobljavanje za korištenje osnovnih računalnih programa…) kao jednom od načina smanjivanja nezaposlenosti u sustavu cjeloživotnog obrazovanja i učenja u suvremenom, posebice tehničkom okruženju.
U radu se razmatraju mogućnosti određivanja kvalitete strukovnog obrazovanja s aspekta postavljenih ciljeva strukovnog obrazovanja. Ukazuje se na složenost koncepta kvalitete strukovnog obrazovanja ...te se apostrofira da za razliku od nekih drugih proizvoda ili usluga gdje posljedice dobre ili loše kvalitete snosi proizvođač, odnosno pružatelj usluge u sustavu obrazovanja posljedice dobre ili loše kvalitete obrazovanja snose učenici odnosno društvo u cjelini. Zaključno se sugerira da iako je kvaliteta kvalitativna kategorija koju je teško kvantificirati i "izmjeriti" ne treba odustati od stalnog "mjerenja" i propitivanja kvalitete. Pri tome se u taj proces trebaju uključiti sve zainteresirane strane (država, roditelji, nastavnici, škola, učenici, gospodarstvo, društvo u cjelini) svaka sa svog aspekta kako bi kroz povratne informacije pomogli i doprinijeli razvoju kvalitete strukovnog obrazovanja jer kvaliteta nikada nije nešto što je konačno i gotovo.
U radu se polazi od analize značenja pojma cjeloživotnog profesionalnog usmjeravanja kao raspona aktivnosti koje pojedincima bilo koje dobi i u bilo kojem trenutku njihova života omogućavaju ...prepoznati svoje sposobnosti, kompetencije i interese kako bi donijeli značajne odluke u pogledu obrazovanja, osposobljavanja i zanimanja. U članku se analiziraju zadatci profesionalnog usmjeravanja u suvremenom društvu, "društvu znanja", koji se baziraju na samoostvarenju pojedinca, razvoju mogućnosti za autonomiju, razvoju kompetencija te razvoju zapošljivosti. Naglašava se da je profesionalno usmjeravanje proces, a ne jednokratna aktivnost, kojim se prikupljaju podatci o korisniku, prosljeđuju informacije o mogućnostima obrazovanja i zapošljavanja, pomaže pojedincu sagledati vlastite mogućnosti i donijeti odluke o najprimjerenijim izborima obrazovanja i zapošljavanja. Na kraju se zaključuje da su za takav proces od velikog značaja i službe za profesionalno usmjeravanje koje se zasnivaju na pažljivoj i cjelovitoj procjeni različitih čimbenika, prije svega na procjeni potreba tržišta rada i potencijalima korisnika te potreba i mogućnosti obrazovnih institucija.
The aim of this paper it to examine the relationship between non-formal education and employability within the context of socio-cultural changes. This paper presents the analysis of the effects of ...non-formal learning activities that are conducted at the Croatian Employment Service in the form of workshops, with an aim of raising employability among unemployed people. The participants in this research were unemployed persons who attended workshops at the Regional Office of the Croatian Employment Service Zadar during the year 2013. This survey focuses on evaluation of effects of non-formal learning through workshops within groups of unemployed persons, depending on their age, gender and level of education. As the forms of non-formal education indicate organized learning activities with the aim of acquiring and improving knowledge, skills and competences for personal, social and professional needs, the aim of this study is to define the role of non-formal education as a positive aspect of employability or set of knowledge, expertise and ability of a person. The results of attending the workshops can potentially include retaining one’s job, career progress, obtaining a new job and assuring the entrance to the labour market in different periods of the working life cycle.
Educating teachers on the initial level of the teachers' studies programmes' compulsory and elective courses allows these educators to acquire the competencies they need to transmit and teach the ...same information to children. In the realm of contemporary educational practices, acquiring competency in teaching work is part of a process of lifelong learning. This paper will analyse the structure of Croatian teachers' studies programmes, focusing on the name of the course and the teaching workload of the same, with an emphasis on the concept of key competencies for lifelong learning according to the European Framework of Reference. In this paper, compulsory and elective courses were classified according to the following competencies for lifelong learning: communication in the mother tongue, communication in foreign languages, mathematical competencies, basic competencies in science and technology, and digital competency. The results reveal that there are no statistically significant differences among Croatian teachers' studies programmes in terms of teaching workload, taking into account how competent the teacher is considered to be; there are statistically significant differences among the Croatian teachers' studies programmes in the possible teaching workload for elective courses because of teacher's perceived competency level. Despite the fact that all of the teachers' studies programmes bestow the same title upon graduates, the analysis of access to teacher studies in the Republic of Croatia shows that the screening criteria are different in study programmes at different universities.
Razvoj se i poboljšanje učinkovitosti organizacije između ostaloga postiže i brigom za konstantnim obrazovanjem i usavršavanjem djelatnika. Kao ključne faktore konkurentnosti organizacije ekonomisti ...navode ljudski kapital i organizacijsko znanje, a oba se faktora razvijaju obrazovanjem i usavršavanjem. Ishodi učenja i razvijanja vještina trebaju ponajprije voditi k ostvarivanju i razvoju osobnih potencijala i biti važnim elementom aktivnosti svih zaposlenih od kojih se očekuje dinamičnost, prilagodljivost i kompetitivnost. Poslovanje bilo koje organizacije zahtijeva usvajanje novih kompetencija djelatnika, usvajanje znanja, razvoj vještina, stjecanje iskustava. Nedostaci vještina i znanja te njihova neprilagođenost potrebama tržišta rada i same organizacije često su jedan od razloga neučinkovitosti i negativnoga imidža organizacije u javnosti, stoga je neophodno da organizacija neprestano uči ili podržava učeće okruženje za svoje radnike. U radu se daje prikaz razvoja obrazovanja djelatnika u Hrvatskom zavodu za zapošljavanje te se analiziraju iskustva djelatnika s različitim oblicima organiziranoga obrazovanja.
Adaptation to job market requirements can be easier if one possesses adequate skills and uses reliable career information sources. Psychology students have a broad spectrum of skills; however, little ...is known about their career information seeking behavior. The main goal of the study was to identify sources of career-related information that Croatian psychology students use and to determine their level of satisfaction with the sources, perception of trustworthiness of and accessibility to those sources. These characteristics are important determinants of sources prolonged use. A pencil-paper study was conducted on a sample of 337 psychology students. The main findings are: 1) students on average use 6 career information sources, with friends and immediate family members being dominant; 2) students are the most satisfied with practitioners, who are also trusted the most; 3) Students do not perceive any information source as highly available to them. The present study gives a first insight into career information seeking behavior of Croatian psychology students. Hopefully, more studies and practical implications will follow. Keywords: career development, information seeking behavior, psychology students, sources of career-related information
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