Roditeljska je uloga jedna od najzahtjevnijih životnih uloga koja istovremeno može biti vrlo ispunjavajuća, ali i vrlo zahtjevna i stresna. U posljednje se vrijeme bilježi velik interes za ...proučavanje sagorijevanja u roditeljstvu koje karakterizira silna iscrpljenost povezana s roditeljskom ulogom, emocionalno udaljavanje od djece i osjećaj neučinkovitosti u roditeljskoj ulozi te sumnja u sposobnost da se bude dobar roditelj. U ovome su radu prikazane validacija i metrijske karakteristike hrvatskoga prijevoda Upitnika sagorijevanja u roditeljstvu (engl. Parental Burnout Assessment, PBA) autorice I. Roskam i suradnica (2018) koji sadrži četiri supskale (iscrpljenost u roditeljskoj ulozi, suprotnost s prethodnim doživljajem sebe kao roditelja, zasićenost roditeljskom ulogom te emocionalno udaljavanje od djece). Hrvatska verzija Upitnika sagorijevanja u roditeljstvu pokazala je zadovoljavajuće metrijske karakteristike utvrđene na uzorku od 1025 roditelja (90 % majki) prosječne dobi 40 godina. Rezultati konfirmatorne faktorske analize potvrdili su pretpostavljenu teorijsku četverofaktorsku strukturu upitnika, a ujedno se faktori grupiraju u jedan faktor višega reda sagorijevanja u roditeljskoj ulozi. U prilog valjanosti upitnika govore i značajne očekivane korelacije između roditeljskih samoprocjena sagorijevanja u roditeljstvu i sklonosti perfekcionizmu u roditeljstvu te zanemarivanju djece i nasilju prema njima. Unutarnja konzistencija za ukupnu mjeru sagorijevanja u roditeljstvu iznosi visokih .98, a za supskale od .87 do .96.
Roditeljska je uloga jedna od najzahtjevnijih životnih uloga koja istovremeno može biti vrlo ispunjavajuća, ali i vrlo zahtjevna i stresna. U posljednje se vrijeme bilježi velik interes za proučavanj ...e sagorij evanj a u roditelj stvu koj e karakterizira silna iscrplj enost povezana s roditelj skom ulogom, emocionalno udaljavanje od djece i osjećaj neučinkovitosti u roditeljskoj ulozi te sumnja u sposobnost da se bude dobar roditelj. U ovome su radu prikazane validacij a i metrij ske karakteristike hrvatskoga prijevoda Upitnika sagorijevanja u roditeljstvu (engl. Parental Burnout Assessment, PBA) autorice I. Roskam i suradnica (2018) koji sadrži četiri supskale (iscrpljenost u roditeljskoj ulozi, suprotnost s prethodnim doživljajem sebe kao roditelja, zasićenost roditeljskom ulogom te emocionalno udaljavanje od djece). Hrvatska verzija Upitnika sagorijevanja u roditeljstvu pokazala je zadovoljavajuće metrijske karakteristike utvrdene na uzorku od 1025 roditelja (90 % majki) prosječne dobi 40 godina. Rezultati konfirmatorne faktorske analize potvrdili su pretpostavljenu teorij sku četverofaktorsku strukturu upitnika, a ujedno se faktori grupiraju u jedan faktor višega reda sagorij evanj a u roditelj skoj ulozi. U prilog valj anosti upitnika govore i značajne očekivane korelacij e izmedu roditeljskih samoprocjena sagorijevanja u roditeljstvu i sklonosti perfekcionizmu u roditeljstvu te zanemarivanju djece i nasilju prema njima. Unutarnja konzistencija za ukupnu mjeru sagorijevanja u roditeljstvu iznosi visokih .98, a za supskale od .87 do .96.
Cilj ovog istraživanja je bio provera nekih psihometrijskih karakteristika srpske adaptacije Skale autentičnosti u partnerskim odnosima (Authenticity in Relationships Scale – AIRS; Lopez & Rice, ...2006). Na uzorku od 706 studenata je primenjena konfirmatorna faktorska analiza kojom je potvrđena dvofaktorskа strukturа. Faktori skale su Neprihvatanje obmane i Preuzimanje intimnog rizika. Na uzorku od 206 studenata je testirana konvergentna validnost i test-retest pouzdanost. Konvergentna validnost je proverena testiranjem korelacija dva faktora sa pozitivnim i negativnim afektom, samopouzdanjem, dimenzijama autentičnosti (autentični život, prihvatanje spoljašnjih uticaja, samootuđenost), zadovoljstvom partnerskim odnosom, zadovoljstvom podrškom partnera. Obe subskale imaju dobru pouzdanost interne konzistencije, ali veoma nisku test-retest pouzdanost, što ukazuje na nestabilnost autentičnosti u partnerskim odnosima studenata.
The aim of our study was to validate the Slovene translation of the STOP-BANG (SBQ) questionnaire for use in the primary practice setting.
We recruited 158 randomly selected visitors at four primary ...practice clinics who came to the practice for any reason. Participants completed the Slovene SBQ and underwent type 3 respiratory polygraphy, which was analysed by an experienced somnologist. The SBQ was previously translated in to Slovene and validated for the sleep clinic.
Of 158 participants, 153 had valid recordings. The mean age of the participants was 49.5 years (±13.0 years), and 47.7% were male. OSA was identified in 49.0% of the participants. The questionnaire, with a cutoff of ≥3, demonstrated an area under the curve of 0.823 for any OSA (REI≥5), 0.819 for moderate and severe OSA (REI≥15) and 0.847 for severe OSA (REI≥30). Sensitivity was 65.3%, 81.8%, and 90.0%, and specificity was 87.2%, 73.3% and 65.0% for any, moderate to severe and severe OSA, respectively.
The Slovene translation of the SBQ is a reliable instrument for OSA risk stratification in the primary practice setting.
Pozadina istraživanja. Upitnik o učestalosti konzumiranja hrane i pića važan je dijetetički alat koji se koristi za procjenu unosa hranjiva u epidemiološkim istraživanjima. Svrha je ovog istraživanja ...bila razviti i validirati upitnik za populaciju adolescenata od 12 do 18 godina starosti. Eksperimentalni pristup. Ovaj upitnik je razvijen prilagodbom prethodno validiranog prehrambenog upitnika za djecu odnosno adolescente, i to uključivanjem karakterističnih hrvatskih prehrambenih proizvoda. Konačna verzija upitnika obuhvaćala je 87 namirnica i jela. Kao referentna metoda upotrijebljena su dva trodnevna dnevnika prehrane, vođena u dva navrata s razmakom od mjesec dana. Upitnik je proveden pri kraju vođenja drugog dnevnika prehrane. Adolescenti su regrutirani iz nasumično izabranih osnovnih i srednjih škola iz urbanih i ruralnih dijelova Hrvatske. Upitnik je validiran na uzorku od 84 adolescenata (70,2 % ženskog spola). Unos hranjiva je utvrđen za svakog ispitanika zasebno iz podataka prikupljenih upitnikom i iz dnevnika prehrane. Za validaciju su korišteni Spearmanov koeficijent korelacije (r) i Bland-Altmanova metoda. Antropometrijske mjere određene su kod 78 adolescenata. Rezultati i zaključci. Srednja vrijednost unosa hranjiva određena upitnikom bila je veća od one određene iz dnevnika prehrane. Prosječni koeficijent korelacije za unose energije i hranjiva iznosio je 0,4. U prosjeku je 76,5 % adolescenata spadalo u istu ili susjednu kvartilu unosa hranjiva. Bland-Altmanovom analizom utvrđeno je dobro podudaranje između rezultata upitnika i podataka iz trodnevnog dnevnika prehrane za sva makrohranjiva i neka mikrohranjiva (natrij, fosfor, kalij, kalcij, magnezij i željezo). Ovaj upitnik je prikladan za određivanje unosa energije i hranjiva među adolescentima Novina i znanstveni doprinos. Ovo je prvi upitnik koji je razvijen za populaciju adolescenata u Hrvatskoj, te će se moći koristiti u budućim istraživanjima za procjenu unosa hranjiva u toj populaciji.
Razdoblje ranog djetinjstva važno je razdoblje za socijalni, emocionalni, tjelesni i intelektualni razvoj. U tom se razdoblju stječu predznanja, vještine i iskustava koja su potrebna djeci za polazak ...u školu. Pojam „spremnost za školu“ odnosi se na psihofizičku zrelost djeteta. Svaki školski obveznik trebao bi imati razvijene intelektualne sposobnosti (poput pamćenja, koncentracije i rezoniranja), ali i druge vještine i znanja te određen stupanj socioemocionalne zrelosti. Sposobnosti i vještine koje se odnose na spremnost za školu utječu na kasniji akademski uspjeh djece, no i na sposobnost djeteta za učinkovit proces prilagodbe unutar obitelji i u društvu općenito. S obzirom na činjenicu da je školska spremnost uvjet za polazak u školu, u razvijanje vještina školske spremnosti trebali bi biti uključene predškolske odgojno- obrazovne ustanove ali i obitelj. Upitnicima „Roditeljska procjena školske spremnosti“ i „Upitnik o aspektima psihofizičkog razvoja predškolske djece“, koji su korišteni u empirijskom dijelu rada, prikupljeni su podatci koji će dati uvid u cilj istraživanja. Cilj istraživanja bio je ispitati: (1) Na koji su način roditelji u Republici Hrvatskoj uključeni u razvijanje školske spremnosti kod vlastite djece? i (2) Kakav je odnos između roditeljske uključenosti i spremnosti djece za školu? Također, ovim radom željela se provjeriti mogućnost uporabe upitnika „Roditeljska procjena školske spremnosti“ za generaliziranje podataka o roditeljskoj uključenosti i procjeni školske spremnosti u hrvatskom kontekstu. U istraživanju je sudjelovalo 419 roditelja djece predškolske dobi iz svih pet regija Republike Hrvatske. Statističkim postupcima analizirani su odnosi između roditeljske procjene školske spremnosti i uključenosti roditelja u razvoj školske spremnosti. Dobiveni rezultati ukazaju na konstrukcijsku i unutarnju valjanost i pouzdanost te primjenjivost upitnika „Roditeljska procjena školske spremnosti“ u hrvatskom kontekstu. Rad ističe važnost aktivnog sudjelovanja roditelja u razvoju vještina školske spremnosti s obzirom na to da se roditeljska uključenost u razvoj školske spremnosti pokazala učinkovitom i značajnom.
The period of early childhood is an important period for social, emotional, physical and intellectual development. During this period, children acquire the knowledge, skills and experiences needed to start school. The term "readiness for school" refers to the child's psychophysical maturity. Every child about to start school should have developed intellectual abilities (memory, focusing and reasoning), as well as other skills and knowledge and a certain degree of socio-emotional maturity. Abilities and skills related to readiness for school affect children's later academic success and, later in life, the child's ability for an effective adaptation process within the family and society in general. Given the fact that school readiness is a prerequisite for starting school, preschool educational institutions, as well as families, should be involved in the development of school readiness skills. The questionnaires "Parental assessment of school readiness" and "Questionnaire on aspects of the psychophysical development of preschool children" used in the empirical part of the work collected data that will provide insight into the research goal. The goal of the research was to examine the following: (1) In what way are parents in Croatia involved in developing their children's school readiness? (2) What is the relationship between parental involvement and children's school readiness? Also, this research should have looked into the possibility of using the "Parental assessment of school readiness" questionnaire for generalizing data on parental involvement and assessment of school readiness in the Croatian context. Hence, 419 parents of preschool children from all five regions of the Republic of Croatia participated in the research. Statistical procedures were used to analyze the relationships between parental assessment of school readiness and parental involvement in the development of school readiness. The obtained results indicate the construct and internal validity and reliability, and applicability of the "Parental assessment of school readiness" questionnaire in the Croatian context. This paper highlights the importance of the active participation of parents in the development of school readiness skills, given that parental involvement in the development of school readiness has proven to be effective and significant.
The ability to perform motor imagery has been shown to influence individual athletic performance and rehabilitation. Recent evidence supports its potential as a training tool to improve motor skills ...in children. Although there is a standardized assessment of the imagery abilities in Slovenian-speaking adults, there is currently no validated instrument for use with Slovenian children. Therefore, the aim of the present study was to conduct a linguistic validation study of the movement imagery questionnaire for children (MIQ-C).
A total of 100 healthy children (mean age 10.3±1.3 years; 50 female) were assessed with a Slovenian version of the MIQ-C at Day 1 and Day 8. Inter-day agreement was examined using intraclass correlation coefficients (ICC). Construct validity and internal consistency were assessed using a Cronbach's alpha coefficient and exploratory - confirmatory factor analysis, respectively.
The test-retest ICC were very high for all three scales examined (ICCKI=0.90; ICCIVI=0.92; ICCEVI=0.90). Excellent internal consistency (up to 0.90) was found for kinaesthetic and both visual imageries. Confirmatory analysis confirmed a three-factorial structure of the MIQ-C.
The Slovenian version of the MIQ-C proved to be highly reliable and valid in assessing children's motor imagery abilities, and as such for use with Slovene-speaking children. Moreover, this standardized instrument can be a helpful tool in training and rehabilitation practice with children aged 7-12 years.
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.
U savremenim modelima psihopatologije, netolerancija na neizvesnost figurira kao važan transdijagnostički konstrukt. Svrha ovog rada je bila provera metrijskih karakteristika skale koja je namenjena ...proceni ovog konstrukta budući da je skala adaptirana za srpsko govorno područje sa engleskog i francuskog. Prema preporukama autora originalne skale, formirana je skraćena verzija. Na uzorku studenata (1328), koji su prospektivno praćeni svakih šest meseci tokom tri godine, sprovedena je konfirmatorna faktorska analiza koja je sugerisala da skraćena skala, u skladu sa njenim engleskim i francuskim parnjacima, meri dva faktora: Prospektivnu i Inhibitornu ankioznost. Skraćena skala ima dobru internu konzistenciju, homogenost i reprezentativnost, pri čemu skraćena i duga verzija skale visoko koreliraju. Duga i kratka verzija imaju komparabilne veze sa odgovorajućim konvergentnim i divergentnim merama, što sugeriše da skraćivanje skale nije narušilo njenu konstrukt validnost. U prilog tome svedoči i rezultat daobe verzije skale prospektivno predviđaju simptome anksioznosti i depresije i to povrh varijanse deljene sa Negativnim afektivitetom.Konačno, rezultati hijerarhijske regresije indikuju da subskala Inhibitorne anksioznosti poseduje i odgovarajuću diskriminitavnu validnost. Generalno, skraćena srpska verzija skale se može preporučiti za merenje netolerancije na neizvesnost, pri čemu su date preporuke za dalje usavršavanje skale.
In the broadest sense, cosmopolitanism can be described as a belief and action in accordance with the view that all human beings belong to a unique world political community. However, such a ...simplified definition overlooks the multidimensionality of the concept. The term cosmopolitanism has been present in public discourse since ancient times and has carried different connotations throughout history, which contributes to its ambiguity. The preconditions for the development of cosmopolitanism in its present sense arose in the mid-20th century, after the world wars and the onset of new globalisation processes. Within the social sciences, a significant interest in a more specific definition and conceptualisation of cosmopolitanism emerged in the second half of the 20th century. However, numerous theoretical discussions since then have not yet offered such a definition of the concept. An additional problem lies in the fact that those theoretical discussions, which defined multiple aspects and types of cosmopolitanism, are not accompanied by a corresponding number of empirical research. By considering previous theoretical and empirical research on the topic, this paper aims to offer a clearer conceptualisation and operationalisation of cosmopolitanism, with the focus on constructing a valid instrument for its measurement.While it is difficult to offer a clear and unambiguous theoretical definition of cosmopolitanism, most researchers have moved in the direction of a clearer definition of certain aspects of the concept. There were a few attempts of such conceptualisation that have been met with wider acclamation, some of which were more complex and some simpler. Vertovec and Cohen (2002) established the most sophisticated conceptualisation by defining cosmopolitanism as a sociocultural condition, a philosophy or worldview, a political project, an attitude or disposition, and a practice or competence. With the aim of capturing multiple aspects of the concept, Boucher, Aubert and de Latour (2019) defined four types of cosmopolitanism: moral, institutional, civil and cultural. Furthermore, Delanty (2009) offered a different approach by distinguishing moral, political and cultural cosmopolitanism. The various definitions agree, however, on including the political and the cultural aspects of cosmopolitanism. Therefore, this paper is based on the robust typology offered by Hannerz (2006), which distinguishes between the cultural and political faces of cosmopolitanism. The author sees the political face of the concept as the one that tries to solve macro problems of human, economic, legal, environmental and other processes that transcend nation-state borders. Hannerz (2006) defines the cultural face as an identity characteristic of individuals who enjoy new cultures, people, tastes, sounds and the like. The cultural dimension of cosmopolitanism, which arises from the awareness and practices of individuals, is the focus of this research. It is important to mention that numerous researchers define certain types (banal, patriotic, thin, ordinary) of cosmopolitanism. However, it is questionable to what extent the determination of such types contributes to a clearer understanding of the concept, especially when they are defined solely on the basis of theoretical considerations.Before establishing the framework for the empirical research, it was important to clarify the source of contemporary cosmopolitanism. Most researchers link cosmopolitanism to globalisation processes. Beck and Sznaider (2010) explain globalisation as processes that take place “out there” in the world and define cosmopolitanism as “globalization from within”, a process that is closely related to globalisation but takes place within society. Such a connection becomes questionable when the terms glocalisation, which includes micro as well as macro processes, and segmented globalisation, which refers to the different dynamics by which globalisation occurs in places around the world, are introduced into the discourse. These concepts also suggest that all individuals involved in globalisation trends will express cosmopolitan views, which is not the case. On the other hand, Roudometof (2005) emphasises the link between cosmopolitanism and transnationalism, a view that is elaborated in this paper. The author defines the concept of transnationalism as a social condition that arises in the stage of internal globalisation and is not influenced by the emotions and attitudes of individuals but its most important feature is that it can stimulate individuals to develop an open attitude, that is, cosmopolitanism, or a defensive attitude towards differences.The lack of a clear theoretical definition of cosmopolitanism has influenced the disproportion between the theoretical considerations and empirical research of the concept. One part of the researchers used secondary data to examine attitudes about cosmopolitanism in a certain population. These studies have led to important insights, but they have not contributed to the creation of a valid and reliable instrument for measuring cosmopolitanism. Another problem with such research is that it is conducted using data that are focused on examining other concepts. One such example is the study by Olofsson and Öhman (2007), where the authors interpreted views contrary to nationalism as cosmopolitan views. The other part of empirical research on the subject of cosmopolitanism is focused on constructing an instrument for its measurement. While most such studies were conducted to explore a particular aspect of the concept, Saran and Kalliny (2012) offered an instrument to measure general cosmopolitan attitudes, values, and practices within a particular population. The authors first conducted interviews, the results of which were used to construct questions for the survey. After collecting survey data, the authors defined a valid and reliable, one-dimensional 14-item scale of cosmopolitanism by conducting exploratory and confirmatory factor analysis. The findings of other authors pointed to the connection between cosmopolitanism and other concepts like transnational experiences, political orientation, and sociodemographic characteristics.The empirical part of this research aimed to define a valid and reliable instrument for measuring the presence of cosmopolitanism in a given population. For this purpose, the scale offered by Saran and Kalliny (2012) was used in a slightly modified form to further test its construct validity, reliability and applicability. The instrument was tested on the student population of the University of Zadar via an online survey in October 2020. In addition to the cosmopolitanism scale, the questionnaire contained questions about the number of countries the respondents had visited, the number of foreign languages they spoke, their political orientation, their support for general human rights and certain sociodemographic characteristics, with the purpose of testing the convergent validity of the instrument. In order to determine the metrics of the cosmopolitanism scale, bivariate (correlation analysis) and multivariate statistical procedures (exploratory factor analysis, confirmatory factor analysis and multiple regression analysis) were conducted in the statistical programming language R.First, exploratory factor analysis was performed on the cosmopolitanism scale with parallel analysis as a factor retention method, which extracted one 13-item factor with a high level of reliability (α=0.93). To examine the construct validity of the scale, confirmatory factor analysis was further performed, resulting in an acceptable goodness-of-fit. In order to define a scale that shows even better psychometric properties, confirmatory factor analysis was conducted on a reduced 6-item scale that Saran and Kalliny (2012) found to show stronger construct validity. Following their results, the 6-item scale showed even better goodness-of-fit (χ²=25, df=9, SRMR=0.05, RMSEA=0.09, CFI=0.95, TLI=0.91), and its factor scores were used in further analyses. Correlation analysis was used to measure the relationship between the cosmopolitanism scale and transnational experiences and political views. It was found that respondents who express stronger cosmopolitan views speak more foreign languages, have visited a greater number of foreign countries, express stronger support for leftwing political options, and a stronger need to protect universal human rights, of which the latter correlation proved to be the highest. Lastly, multiple regression was conducted, where the cosmopolitanism scale factor scores served as the dependent variable and sociodemographic variables as predictors. The regression model confirmed the previous finding that women express stronger cosmopolitan attitudes than men.The results of the statistical analysis indicate a high level of reliability and validity of the reduced 6-item cosmopolitanism scale. On that basis, it can be stated that the scale serves as a valid instrument for measuring cosmopolitan attitudes within a population. The scope of the study is limited because it was conducted on a relatively homogeneous sample of the University of Zadar student population. In future research, the 6-item scale should be tested on a more heterogeneous sample which could indicate the applicability of the instrument to a wider population. Besides, in future research, it would be advisable to pay more attention to examining indicators and constructs related to cosmopolitanism, based on which clearer types of cosmopolitan could potentially be defined.
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