The thematic focus of this article is the question of Biblical phraseology. It draws on the source connection between Biblical phrasemes and their prototext. The relationship between the phrasemes ...and their source material is approached in a specific way, through the prism of its reflection in a particular cultural and linguistic environment and as regards the knowledge of contemporary users of a particular language. In a sociolinguistic research project conducted in a Russian cultural and linguistic environment, the authors seek an answer to a question that also pertains to broader cultural knowledge-that is, to what extent contemporary users of Russian are aware of the interconnection between a selected group of phrasemes and Biblical texts.
In the process of foreign language learning, motivation, as one of the affective factors, plays a very important role. Motivation is constantly changing during the learning process. It is associated ...with dynamic changes and various internal and external influences students are exposed to. Hence, in this process there are frequent fluctuations in the level of motivation (Dörnyei and Skehan 2005). In its affective appearance, motivation significantly influences the manner and course of foreign language acquisition, determining its intensity, type, duration and effectiveness. This paper is a follow-up to the research on motivation to learn French and Italian conducted during the school year 2019/2020 at a vocational high school in Dubrovnik. The paper sets forth the results of a survey conducted on a sample of two groups of vocational high school students, one learning French (N=124) and the other learning Italian (N=146). An adapted questionnaire, originally designed by Mihaljević Djigunović (1998) to measure both the type and intensity of students’ motivation to learn a foreign language, was used as a measuring instrument. Data analysis was performed using descriptive and inferential statistics. The aim was to examine the relationship between motivation and the following factors: gender, length of study, grades, exposure to extracurricular activities as well as residence in French/Italian speaking countries. The research results showed a significant correlation between motivation and these variables in the group of French students, while in the case of Italian students the correlation of these variables was observed only on particular scales of motivation. Research studies addressing the issue of learning these two foreign languages in the Croatian context are scarce. Therefore, the obtained results contribute to the knowledge about the motivation to learn French and Italian as foreign languages and can be useful to SLA researchers and foreign language teachers.
Autori se bave motivacijom zaposlenih u tvrtkama za preradu drva i analizom razina pojedinih motivacijskih čimbenika prije početka ekonomske krize (2004) i nakon što je ona zahvatila Slovačku i ...postala ozbiljna. Cilj rada je definirati najvažnije čimbenike motivacije zaposlenika te utjecaj ekonomske krize na promjenu važnosti pojedinih motivacijskih utjecaja, pri čemu je naglasak na ekonomskim i socijalnim čimbenicima. Da bi se prikupili relevantni podaci primijenjena je metoda anketiranja odnosno upitnika, a za obradu i testiranje podataka poslužila je statistika. Pri korištenju T-testa izračunavana je značajna razina p za pojedine motivacijske čimbenike u razdoblju od 2004. do 2012. godine. Rezultat istraživanja jest definiranje značajne razlike srednje vrijednosti pojedinih motivacijskih čimbenika i usporedba njihovih vrijednosti prije i nakon nastanka ekonomske krize. Na temelju ovog istraživanje može se utvrditi da ekonomska kriza nema utjecaja na razinu motiviranosti zaposlenika u promatranim poduzećima.
The conducted research was induced by the lack of research into the motivation for choosing a maritime career in Croatia, which is a traditional maritime country. The main objective of the research ...was to examine the reasons for enrolling in secondary school programs and undergraduate studies related to two maritime orientations (nautical navigation and marine engineering) in Croatia. The survey involved 403 students from seven secondary schools and 264 students of undergraduate studies. The reasons for enrolling in maritime education are categorized into two groups; motivation related to choosing a maritime career and motivation unrelated to a maritime career. The analysis of the obtained data indicated that the choice of maritime education orientation was dominated by the motivation underlying the selection of the maritime profession (79 % in the secondary and 93 % in the higher education students' sample). The identified reasons (strong interest in the nature and dynamics of the maritime profession, employment opportunities, wage rates and tradition) were categorized according to the level of autonomous regulation in selection. The reasons for choosing a maritime course of education unrelated to the maritime profession are particularly prevalent in the sample of secondary school students.
Provedeno istraživanje imalo je za cilj identificirati čimbenike učinkovitosti e-učenja na usvajanje ishoda učenja u nastavi Prirode i Biologije u osnovnoj školi. Također su identificirane i razlike ...u dobi učenika kao jedan od faktora učinkovitosti e-učenja. U istraživanju su sudjelovala 162 učenika od 5. do 8. razreda. Učenici svakoga razreda, na temelju rezultata predtesta, bili su podijeljeni na kontrolnu i eksperimentalnu skupinu. Učenici eksperimentalne skupine nastavne sadržaje ispitivanih nastavnih cjelina usvajali su putem sustava e-učenja, a učenici kontrolne skupine imali su tradicionalnu nastavu u učionici s pomoću aktivnih metoda rada. Dvofaktorska 4x2 ANOVA koristila se s ciljem provjeravanja postavljenih hipoteza. Rezultati pokazuju kako se učenici 5. i 6. razreda diferenciraju od učenika 7. i 8. razreda kao uspješniji u eksperimentalnoj skupini. Dodatno, istraživanje potvrđuje da je e-učenje uspješno kao i tradicionalna nastava pa se zasigurno može koristiti u uvjetima kada učenici ne mogu biti na redovnoj nastavi u razredu. Rezultati istraživanja mogu biti poticaj učiteljima za jačanje vlastitih IKT kompetencija, implementaciju IKT-a u nastavni proces te osmišljavanje novih scenarija e-učenja u nastavi Prirode i Biologije.
Pomagačko ponašanje spada u prosocijalne oblike ponašanja, a istraživači se najviše interesuju za pokretačke snage pomagačkog ponašanja. Ovo istraživanje se bavi pomagačkim ponašanjem tokom perioda ...poplava maja 2014. godine u Srbiji, i motivacijom i empatijom kao prediktorima stepena pomaganja. Uzorak se sastojao od 204 osobe koje su pomagale tokom perioda poplava (61.3% ženskog pola), prosečne starosti 29.7 godina. Tokom juna, jula i avgusta, ispitanici su popunjavali Upitnik o načinima i stepenu pomaganja tokom poplava, modifikovan Inventar volonterskih funkcija za procenu motivacije za pomaganje i Upitnik procene spremnosti za empatiju. Polazeći od teorije funkcionalne motivacije, koja izdvaja šest motiva za pomaganje, sprovedena je univarijantna analiza kovarijanse, u kojoj su šest motiva i četiri aspekta empatije bili kontinuirani prediktori i pol kao kategorijalni prediktor stepena pomaganja. Rezultati pokazuju da ovakav prediktivni model objašnjava 30% varijanse pomagačkog ponašanja, a da se kao značajni prediktori ističu motiv Razumevanje i Socijalni motiv, kao i Empatija sa negativnim emocionalnim stanjima. Motivacija osobe da kroz pomaganje upozna svet i svoje sposobnosti, bolje razume ljude i osnaži svoje socijalne interakcije ukazuje na postojanje egoistične, ali i altruističke motivacije tokom perioda poplava u Srbiji. Prilikom ove krizne situacije pokazalo se da relevantnu ulogu ima i empatski paradoks, gde osobe koje imaju viši stepen empatije sa negativnim emocijama osoba u distresu u manjoj meri pomažu usled prevelikog intenziteta empatijske uznemirenosti. Ovi rezultati ukazuju na postojanje i istovremeno delovanje većeg broja motiva, kao i na ulogu empatije u pomaganju. Praktične implikacije nalaza odnose se na mogućnost selekcije pomagača u vreme kriznih situacija.
Interes, učenje i postignuće Rosanda Pahljina-Reinić
Psychological Topics,
12/2014, Volume:
23, Issue:
3
Journal Article
Open access
U ovom su radu prikazana teorijska razmatranja i istraživanja interesa kao važne motivacijske varijable u obrazovnom okruženju. Prvi dio rada sadrži prikaz različitih konceptualizacija interesa i ...njegove uloge u učenju i prikaz načina mjerenja interesa. U drugom su dijelu rada najprije prikazana aktualna shvaćanja dinamike razvoja interesa. Nakon toga prikazani su rezultati istraživanja učinaka interesa na procese i ishode učenja. Postojeća istraživanja odnosa interesa s drugim motivacijskim varijablama kao što su samodjelotvornost, ciljevi postignuća i vrijednost zadatka, razmotrena su u kontekstu uloge interesa u procesima samoregulacije učenja i njihova doprinosa razumijevanju funkcionalnih odnosa između motivacije, učenja i emocija.
U ovom je istraživanju vraćen fokus na dvije osobine koje su prije pojave petofaktorskog modela ličnosti, uz inteligenciju, smatrane ključnim odrednicama radnih i karijernih postignuća, motiv za ...postignućem i motiv za moći. Provjereno je hoće li ovi motivi predviđati
tri važna radna ishoda: rad na rukovodećoj poziciji, plaću i intrinzičnu motivaciju za posao, povrh osobina petofaktorskog modela. Pri tome je rad na rukovodećoj poziciji operacionaliziran zauzimanjem posla na višim razinama organizacijske hijerarhije; plaća kao visina mjesečne neto plaće, a intrinzična motivacija za posao izmjerena je upitničkom mjerom. Istraživanje je provedeno na 160 zaposlenika različitih hrvatskih radnih organizacija, čiji su podaci prikupljeni internetskim anketnim upitnikom. Korelacijske i regresijske analize pokazale su da su motivi za postignućem i moći važna determinanta ovih radnih ishoda te ih objašnjavaju bolje od osobina petofaktorskog modela.
Pri tome je motiv za postignućem bio važnija determinanta intrinzične motivacije za posao, a motiv za moći rukovodeće pozicije i plaće. Ovi nalazi pokazuju kako aspekti ličnosti koji su uže povezani s radnim kontekstom, kao što su motiv za postignućem i motiv za moći, imaju dodatnu vrijednost te bi ih se trebalo uzeti u obzir zajedno sa širokim osobinama petofaktorskog modela u svrhu što boljeg predviđanja radnih ishoda.
In this study, the focus of the research was shifted back to the two individual difference characteristics that were, before the appearance of the five-factor model, considered as key determinants of work and career outcomes next to intelligence: the achievement motive and the power motive. It was examined whether the two motives will predict three important work outcomes: occupancy of a management position, salary and intrinsic work motivation, over and above the five-factor model traits. The occupancy of a management position was operationalized as working at higher levels of organizational hierarchy and salary was operationalized as the amount of monthly net salary. Intrinsic work motivation was measured with a self-report questionnaire. The study was conducted on 160 employees of various Croatian work organizations and data was collected through an online survey. The correlational and regression analyses showed that the achievement motive and the power motive were important determinants of the work outcomes, explaining them better than the five-factor model traits. The achievement motive showed to be more important for intrinsic work motivation, whereas the power motive was more important for management position and salary. These findings show that individual difference characteristics which are more closely related to the work context, such as the achievement motive and the power motive, have considerable incremental validity and should be considered alongside the broad dimensions of the five-factor model in order to improve the prediction of work outcomes
The Ukrainian primary healthcare programme of preventive and screening recommendations has not been evidence-based. The traditional system of continuous medical education in Ukraine places ...participants in the role of passive listeners. This study explored the effects of an interactive training course on evidence-based prevention and screening of cardiovascular risks, on changes in Ukrainian family doctors' (FDs) and primary care nurses' (PCNs) knowledge and readiness to change practice over time.
Three hundred and seven FDs and PCNs participated in the study. Changes in participants' knowledge were assessed with 20 multiple choice questions, and their readiness to change practice with a five-item questionnaire. These were administered before, immediately after, three and twelve months after training.
The mean pre-course knowledge score was 6.1 (SD 1.8) out of 20, increasing to 14.9 (SD 2.3) immediately afterwards (p<0.001). Three months later it was 10.2 (SD 3.2) and at one year it was 10.4 (SD 3.3), both of which were significantly higher than the pre-training level (p<0.005). The percentage of participants that were highly motivated to change their practice increased from 18.4% before the training to 62.3% immediately afterwards (p<0.001). Three months later, this fell to 40.4%. At 12 months it further reduced to 27.4%, but was still significantly higher than the baseline level (p<0.001).
The interactive training was effective in increasing both participants' knowledge and their readiness to change their clinical practice. The impact of the training diminished over time, but was still evident a year later.
Raziskava obravnava motivacijske dejavnike kariernega razvoja strokovnih delavcev v osnovnih in srednjih šolah, ki poteka vzporedno in neločljivo z dvema drugima procesoma: psihosocialnim razvojem ...posameznika in njegovim družinskim življenjem. Empirična raziskava je bila narejena na vzorcu 360 strokovnih delavcev v osnovnih in srednjih šolah. Strokovni delavci so na lestvici pomembnosti motivacijskih dejavnikov ocenjevali stopnjo strinjanja s trditvami v zvezi z naslednjimi motivacijskimi dejavniki: zakonodaja in urejenost dokumentacije na ravni šole, organizacijska klima in kultura na šoli, vodstvo šole, šola kot učeča se organizacija, potreba posameznika po kariernem razvoju. Zanimalo nas je, ali po mnenju vprašanih obstajajo razlike v oceni stopnje pomembnosti posameznih motivacijskih dejavnikov za karierni razvoj ter ali obstaja odvisnost med končnim rezultatom na lestvici in posameznimi spremenljivkami. Ugotovitev je pomembna za strokovne delavce in vodstva šol, ki se ukvarjajo s spodbujanjem kariernega razvoja, in bi jo bilo smiselno upoštevati tako pri načrtovanju kot spremljanju kariernega razvoja strokovnih delavcev na šolah.
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