The teaching profession can be considered an emotionally demanding one since teachers usually experience a wide variety of pleasant and unpleasant emotions of significant intensity. Such emotions, as ...well as the strategies teachers may implement in order to regulate them, can have a significant impact on teachers' well-being, burnout, job satisfaction and their intention to stay in the profession. The aim of this study was to examine the contribution of different pleasant and unpleasant emotions that teachers experience in relation to their students, parents, colleagues and the educational system in general, as well as the emotional labor strategies they implement to regulate such emotions, in explaining teachers' emotional exhaustion (as a key component of burnout) and job satisfaction. Hierarchical regression analyses revealed that teachers' emotions and emotional labor strategies have a unique significant contribution in explaining the variance of emotional exhaustion and job satisfaction. Teachers who experience higher levels of unpleasant emotions of fatigue, anger and disappointment, and use surface acting more frequently, also experience higher levels of emotional exhaustion. Furthermore, teachers who experience joy and pride in relation to their students more intensely, and freely express their naturally felt emotions, are more satisfied with their job. Finally, teachers who experience a higher intensity of fatigue and disappointment, and those who use surface acting more frequently, are less satisfied with their job.
Sukobi medu roditeljima koji su neprijateljski i ne razrjesavaju se konstruktivno narusavaju povoljno ozracje u obitelji te mogu negativno utjecati na psihosocijalno funkcioniranje djece. Utjecaj ...meduroditeljskog sukoba na djecu ovisi o tome kako roditelji izrazavaju i rjesavaju sukob te kako djeca interpretiraju njegovo znacenje i implikacije za vlastitu dobrobit. Stoga se u ovom radu ispitala uloga djecje percepcije sukoba izmedu roditelja u objasnjenju djecjih problema u psihosocijalnoj prilagodbi. Odnosno, ispitao se doprinos zasebnih dimenzija roditeljskog sukoba (znacajki sukoba, percipirane prijetnje i samookrivljavanja djece za sukob) u objasnjenju zastupljenosti internaliziranih (depresivnih simptoma) i eksternaliziranih problema (proaktivne i reaktivne agresivnosti) mladih adolescenata. Istrazivanje je provedeno na uzorku od 352 ucenika (192 djevojcice i 160 djecaka) prosjecne dobi 13 godina. Rezultati analiza razlika izmedu djevojcica i djecaka ukazuju da su djecaci skloniji iskazivanju proaktivne i reaktivne agresivnosti te samoookrivljavanju za nastale sukobe izmedu roditelja. Rezultati regresijskih analiza ukazuju da izlozenost ucestalijim sukobima roditelja koji ukljucuju visoke razine neprijateljstva i agresije znacajno doprinosi objasnjenju proaktivne agresivnosti djecaka. Na poduzorku djevojcica percipirana prijetnja uslijed roditeljskog sukoba znacajno objasnjava reaktivnu agresivnost djevojcica. Objasnjenju zastupljenosti depresivnih simptoma i kod djecaka i kod djevojcica u najvecoj mjeri doprinosi dimenzija percipirane prijetnje uslijed roditeljskog sukoba. Na poduzorku djevojcica znacajnim prediktorom depresivnih simptoma pokazala se jos i dimenzija samookrivljavanja za nastale roditeljske sukobe Hostile and constructively unresolved conflicts between parents are damaging for the positive family environment and, therefore, can have a negative impact on the psychosocial functioning of their children. The impact of the interparental conflict on children depends on the way in which parents express and resolve their disagreement and, also, in the way in which children interpret its meaning and its implication for their wellbeing. Thus, this paper seeks to examine the extent in which a child's perceptions of the interparental conflict explain the disorder in psychosocial adjustment of a child. In other words, various dimensions of a parental conflict were examined (i.e. conflict characteristics, their appraisals of threat and selfblame) to explain the presence of internal (depression symptoms) and external (proactive and reactive aggression symptoms) problems in young adolescents. The research was carried out on 352 school children who were at an average of 13 years of age (of which 192 were girls and 160 were boys). The analyses examining the differences between boys and girls show that boy are more likely to express proactive and reactive types of aggressive behaviour and to self-blame for the interparental conflict. More so, results of the regression analysis show that frequent exposure to a highly hostile internparental conflicts and aggression can result in a proactive aggressive behaviour in boys. On the other hand, perceptions of threat during the interparental conflict significantly explain the reactive aggressive behaviour in girls. More so, the perception of threat dimension further explains presence of the depression symptoms in boys and girls. Furthermore, the self-blame dimension has been another significant depression symptoms predictor in girls. Adapted from the source document.
Teaching profession is considered emotionally demanding since teachers experience a variety of positive and negative emotions of significant intensity at work. Emotions they experience in relation to ...their professional activities can affect their professional and personal development. Frequent experiences of teachers' negative emotions in relation to students, parents, colleagues or educational system in general as well as feelings of emotional exhaustion (as an important aspect of burnout), can have a negative impact on teachers' psychological well-being and increase the occurrence of psychopathological symptoms. The aim of this study was to examine the role of emotions (experienced in relation to students, parents, and educational system) and emotional exhaustion in explaining symptoms of anxiety, depression, and somatization among teachers. The study was conducted on a sample of 1149 subject-specific elementary school teachers from different regions in Croatia. A total of 210 male and 939 female teachers, aged between 24 and 65, participated in the study. Considering the expected gender differences in the prevalence of psychopathological symptoms, hierarchical regression analyses were conducted separately on the subsamples of male and female teachers. Results showed that, after controlling for working experience (which explains the somatization symptoms), certain emotions (exhaustion, love, anger, and hopelessness experienced in relation to students; anxiety experienced in relation to parents; and disappointment with educational system) and emotional exhaustion significantly explain the symptoms of anxiety, depression, and somatization among teachers. The obtained results emphasise the importance of emotional exhaustion, which results from daily stressors and pressures at work, in explaining psychopathological outcomes in the teaching profession.
With regard to the increase in complex demands on teachers within the current social context, the teachers' perspective on their own profession imposes itself as a very important research question. ...Given the lack of studies directed towards this issue in transitional countries such as Croatia, the aim of this qualitative study was to gain deeper insight into the Croatian elementary school teachers' perspective on their profession. The study included specialist subject teachers working in higher levels of primary school education in Croatia. Using data obtained in four focus group discussions (total N = 29) and semi-structured interviews (N = 25), this paper reports on four themes relating to issues of perspective which emerged from the thematic analysis. First, teachers experience their profession as demanding and underestimated, but extremely important with regard to many changes in modern society. Second, difficulties in the work of elementary school teachers can be broadly summarized into four categories: student related, work-team related, parent related and education system-related, whereby the education-system category is the richest by content. Third, teachers' descriptions of their job satisfaction, intention of leaving the profession, and willingness to recommend the job to young people are presented here with regard to the emergent sources of attitudes to work: the job itself, working hours, job security, low status of teachers, and current education system. Thereby, the job itself, working hours and job security may be described as sources of positive attitudes, while low status of teachers and current education system contribute to negative work attitudes. Finally, the article reports the teachers' perspective on possible changes and improvements in the system within which they work.
The aim of this study was to examine unique contributions of different dimensions of students’ temperament (self-control, positive affectivity and negative affectivity), students’ emotional ...regulation, students’ adjustment problems (the presence of internalizing and externalizing symptoms), and students’ perception of parental behavior of their mothers and fathers (parental dimensions of emotionality, acceptance and rejection) in explaining their school success. The sample consisted of 553 students (275 girls and 278 boys) mean age of 13 years. By using hierarchical regression analysis, the results obtained in the subsample of boys revealed a significant and unique contribution of students’ temperament, emotional regulation and parental behavior in explaining the variability of school success. Boys who are more prone to anger but are less fearful, who regulate their emotions effectively, and who perceive to be accepted by their mothers and fathers, have higher levels of school success. On the subsample of girls, only emotional regulation has a significant and positive contribution in the explanation of their school success; girls who regulate their emotions effectively have higher grades.
Cilj je ovog istrazivanja bio utvrditi zaseban doprinos dimenzija temperamenta (samokontrole, pozitivne i negativne afektivnosti), emocionalne regulacije, problema u prilagodbi (internaliziranih i ...eksternaliziranih problema) te percepcije roditeljskog ponasanja majki i oceva (emocionalnosti, prihvacanja i odbacivanja) u objasnjenju skolskog uspjeha ucenika. Istrazivanjem je obuhvaceno 553 djece (275 ucenica i 278 ucenika) prosjecne dobi od 13 godina. Provedbom hijerarhijske regresijske analize na uzorku djecaka utvreno je da temperament, emocionalna regulacija i kontrola te roditeljsko ponasanje ostvaruju znacajne samostalne doprinose objasnjenju varijabiliteta skolskog uspjeha djecaka. Bolji skolski uspjeh postizu djecaci koji su podlozniji ljutnji, manje bojazljivi, efikasnije reguliraju vlastite emocije te percipiraju da ih majke i ocevi vise prihvacaju. Na poduzorku djevojcica jedino je emocionalna regulacija i kontrola imala znacajan i pozitivan doprinos objasnjenju skolskog uspjeha; djevojcice koje uspjesnije reguliraju vlastite emocije uspjesnije su u skoli.//The aim of this study was to examine unique contributions of different dimensions of students' temperament (self-control, positive affectivity and negative affectivity), students' emotional regulation, students' adjustment problems (the presence of internalizing and externalizing symptoms), and students' perception of parental behavior of their mothers and fathers (parental dimensions of emotionality, acceptance and rejection) in explaining their school success. The sample consisted of 553 students (275 girls and 278 boys) mean age of 13 years. By using hierarchical regression analysis, the results obtained in the subsample of boys revealed a significant and unique contribution of students' temperament, emotional regulation and parental behavior in explaining the variability of school success. Boys who are more prone to anger but are less fearful, who regulate their emotions effectively, and who perceive to be accepted by their mothers and fathers, have higher levels of school success. On the subsample of girls, only emotional regulation has a significant and positive contribution in the explanation of their school success; girls who regulate their emotions effectively have higher grades. Reprinted by permission of Drustvena Istrazivanja
ABSTRACT IN ENGLISH: The purpose of this study was to investigate the role of children's perceptions of mother's and father's parental behavior in explaining specific psychopathological problems ...among children in early adolescence. Children reported mother's and father's parental behavior by filling the Children's Reports of Parental Behavior Inventory (CRPBI-57, Kerestes, 1999). Their psychopathological problems were assessed by Youth Self-Report (YSR, Achenbach and Rescorla, 2001). This research shows that children's perception of parental behavior, to a large extent, is tied to children's externalized problems, rather than internalized ones. Meanwhile, a mother's psychological control has been shown to be the most significant dimension of parental behavior in predicting both types of children's problems. A child's development is adversely affected by subjective experience of control, that is, a mother's psychological control, which is associated with the internalization and externalization of problems in children. Also, children's perception of mother's low emotionality predicts children's externalizing problems. These results shows that children's perception of mother's psychological control turned out to be the most significant dimension of parental behavior in prediction of both types of children's problems, and these figures show that the perception of personal autonomy among children, especially by the mother, in the early adolescence period, is extremely important in the regulation of emotions and behaviour. // ABSTRACT IN GERMAN: Mit der vorliegenden Untersuchung sollte hauptsächlich geprüft werden, inwiefern die kindliche Wahrnehmung des elterlichen Auftretens von Müttern und Vätern bei der Erklärung spezifischer psychopathologischer Probleme unter Kindern der Frühadoleszenz zum Tragen kommt. Zur Einschätzung des elterlichen Verhaltens beantworteten die an einer Umfrage teilnehmenden Kinder einen Fragebogen zur Ermittlung elterlichen Verhaltens (CRPBI-57; Kerests, 1999). Ihre eigenen Probleme sollten sie anhand einer Skala für Jugendliche zur Einschätzung des eigenen Verhaltens (YSR; Achenbach und Rescorla, 2001) festhalten. Die Untersuchung zeigt, dass die Wahrnehmung des elterlichen Verhaltens bei Kindern eher externalisierte als internalisierte Probleme zu erklären vermag. Des Weiteren gilt es hervorzuheben, dass bei der Prädiktion psychopathologischer Probleme zu erklären vermag. Des Weiteren gilt es hervorzuheben, dass bei der Prädiktion psychopathologischer Probleme bei Kindern dem elterlichen Auftreten der Mutter eine größere Bedeutung zukommt als dem elterlichen Auftreten des Vaters. Das subjektive Erleben der mütterlichen psychologischen Kontrolle, die mit internalisierten und externalisierten Problemen bei Kindern in direktem Zusammenhang steht, wirkt sich schädigend auf die Entwicklung des Kindes aus. Als gleichermaßen prädiktiv bei der Erklärung externalisierter Probleme bei Kindern erweist sich die Wahrnehmung mütterlicher Ablehnung und Inakzeptanz. Die vorliegenden Ergebnisse machen deutlich, dass die kindlich wahregenommene psychologische Kontrolle vonseiten der Mutter die bedeutendste Dimension elterlichen Verhaltens bei der Prädiktion der beiden genannten Probleme darstellt. Des Weiteren wird klar, dass für Kinder in der Frühadoleszenz die Wahrnehmung der eigenen Autonomie, zumal bezüglich der Mutter, von ausnehmend großer Wichtigkeit ist, um Emotionen und Verhalten in Einklang bringen zu können. Reprinted by permission of Drustvena Istrazivanja
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