The Job Demands-Control-Support (JDCS) model has seldom been tested in palliative care settings, and occupational well-being of palliative care professionals has never before been investigated in ...Croatia. Our aim was therefore to fill that gap by testing the JDCS model among Croatian nurses providing palliative care. More specifically, we wanted to see how job demands, job control, and social support at work affect occupational well-being outcomes (i.e. job satisfaction and burnout dimensions of exhaustion and disengagement from work) in terms of the model’s iso-strain and buffer hypotheses. This cross-sectional study included 68 nurses working in various palliative care institutions across Croatia, who answered our online questionnaire. Overall, the nurses did not report high levels of burnout or low job satisfaction. The only significant effect was that of job control on job satisfaction (β=0.38; P<0.01) and disengagement (β=-0.45; P<0.01), while job demands and social support at work had a significant interaction effect on the burnout dimension of exhaustion (β=0.39; P<0.01) in the sense that high social support at work buffered the increase in exhaustion associated with high job demands. These findings suggest that interventions aimed at increasing perceived job control and social support at the workplace could improve occupational well-being of nurses working in palliative care.
Školski uspjeh adolescenata Piuk, Josipa; Macuka, Ivana
Psihologijske teme,
12/2019, Volume:
28, Issue:
3
Journal Article, Paper
Open access
S obzirom na isticanje važnosti visokoga školskog postignuća u našem društvu, potrebno je ispitati kako djeca doživljavaju roditeljska očekivanja vezana uz školsku uspješnost i kako se to odražava na ...njihov školski uspjeh. Preciznije, cilj je ovog istraživanja bio ispitati u kojoj mjeri sociodemografske karakteristike (spol i dob djeteta, obrazovanje roditelja), osobne karakteristike (adaptivni i neadaptivni perfekcionizam), psihološka prilagodba (ispitna anksioznost i somatizacija) te pojedini aspekti roditeljske akademske uključenosti (nadziranje, pomoć oko zadaće, komunikacija s djetetom te akademska očekivanja) pridonose objašnjenju školskog uspjeha mlađih adolescenata. Kako bi se ispitala percepcija adolescenata o razinama akademske uključenosti svojih roditelja, u sklopu je istraživanja preveden i validiran Upitnik percipirane roditeljske akademske uključenosti (engl. Perceived Parental Educational Involvement – PPEI; Carranza, You, Chhuoni i Hudley, 2009). U istraživanju je sudjelovalo 273 mlađih adolescenata, učenika petog do osmog razreda osnovne škole iz Splita. Konfirmatornom je faktorskom analizom potvrđena četverofaktorska struktura Upitnika percipirane roditeljske akademske uključenosti. Korelacijske analize upućuju na pozitivan odnos roditeljske akademske uključenosti i školskog postignuća adolescenata, odnosno adolescenti koji percipiraju akademska očekivanja svojih roditelja višima ostvaruju bolji školski uspjeh. Rezultati hijerarhijske regresijske analize upućuju na značajan doprinos spola, neadaptivnog perfekcionizma i akademskog očekivanja roditelja u objašnjenju školskog uspjeha adolescenata. Pri tome su akademska roditeljska očekivanja najznačajniji
prediktor školskog uspjeha adolescenata.
Given the major emphasis on the importance of high academic achievement in our society, it is necessary to examine how children perceive parental expectations related to academic success and how that reflects on their academic achievement. More precisely, the aim of this study was to examine unique contributions of sociodemographic characteristics (gender, age and parent's education), personal characteristics (adaptive and non-adaptive perfectionism), psychological adaptation (test anxiety and somatization), and certain aspects of parental academic involvement (monitoring, helping with homework, parent-child communication, and academic expectations) in explaining academic success of younger adolescents. To examine the perception of the aspects of parental academic involvement, this study contains validation of Perceived Parental Academic Involvement Questionnaire (Carranza, You, Chhuoni, & Hudley, 2009). The sample consisted of 273 young adolescents from the fifth to the eighth grade of an elementary school in Split. Confirmatory factor analysis confirmed original four-factor structure of Perceived Parental Academic Involvement Questionnaire. The results obtained a positive relationship between parental academic involvement and academic achievement of adolescents. More precisely, adolescents who perceive higher academic expectations of their parents have higher levels of academic success. By using hierarchical regression analysis, the results obtained a significant contribution of gender, non-adaptive perfectionism and parental academic expectations in explaining the academic success of adolescents. In addition, the most significant predictor of adolescent's academic success was parental academic expectations.
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.
Parental role is one of the most demanding life experiences that can simultaneously be highly fulfilling, but is also very challenging and stressful. Parents frequently state that the period of ...adolescence of their children is one of the most challenging phases of parenthood due to intense changes in the development of children that affect their relationshionship with a child. Research focused on parents is scarce in Croatia, particularly qualitative research focused on the subjective experiences of parents. The dynamics of a modern family, expectations of parents, rapid technological growth and availability of different information about adolescents and positive parenthood are only some of the factors that can form the subjective experience of the parental role. The aim of this research is to grasp personal experience and challenges faced by parents of children in early adolescence. The qualitative research was conducted in different regions of Croatia (in Split, Biograd na moru, Benkovac and Varaždin), with the participation of 25 parents (19 mothers and 6 fathers) in four focus groups. In the analysis of the results obtained, the research questions posed to the parents are examined in detail, with a categorization of individual topics related to their subjective experience of parenthood and the opinion of what is it like to be a parent today compared to previous generations of parents. The paper also presents the analyses of the responses of parents about the educational methods used and the key problems that they state related to the communication with children and the reasons for conflicts, as well as perceived sources of support in parenthood. Key words: subjective experiences of parents, qualitative research, adolescents, focus group
Smisao života Macuka, Ivana; Bijelić, Lucija
Psihologijske teme,
07/2018, Volume:
27, Issue:
2
Journal Article, Paper
Open access
La sensación del sentido de vida representa el grado en el que las personas entienden y notan el significado en su vida. Dado que se trata de una sensación de evaluación del sentido de su existencia ...e influye en
establecer objetivos en su propia vida, sin duda influye también en el bienestar psicológico de un individuo. Las investigaciones en este campo
indican un papel importante de diferentes factores para la sensación del sentido de vida. El objetivo de este trabajo fue verificar el papel de algunas características demográficas (sexo, edad y educación), religiosidad (creencias religiosas, religiosidad ritual y consecuencias de religiosidad en el comportamiento social) y actitudes ante la muerte (miedo a la muerte, evitación de la muerte, aceptación de la muerte, aceptación de la muerte por fuga, aceptación de la muerte neutral) para
explicar la sensación del sentido de la vida en adultos. En la investigación participaron 433 personas (143 hombres y 290 mujeres) de la edad promedio de 35 años de diferentes regiones croatas. Como instrumentos de medición se utilizaron la Escala del Sentido de Vida, el
Cuestionario de Religiosidad y el Cuestionario de Actitudes ante la Muerte y el Hecho de Morir. A través del análisis de regresión jerárquico se ha determinado que el miedo a la muerte y la aceptación de
la muerte por fuga representan directrices individuales significativas de la sensación del sentido de la vida, mientras que las dimensiones de religiosidad no han contribuido significativamente a la explicación de esta sensación. Los resultados obtenidos indican que los participantes que muestran menos miedo a la muerte y que consideran a la muerte como una continuación de la vida muestran una sensación mayor del sentido de la vida.
Doživljaj smisla života predstavlja stupanj u kojem ljudi razumiju i vide značenje u svom životu. S obzirom da predstavlja doživljaj procjene svrhovitosti svog postojanja i utječe na postavljanje
ciljeva u vlastitu životu, nedvojbeno ima učinke na psihološku dobrobit
pojedinca. Istraživanja u ovom području upućuju na značajnu ulogu različitih čimbenika u doživljaju smisla života. Cilj je ovog istraživanja bio ispitati ulogu nekih demografskih karakteristika (spola, dobi i obrazovanja), religioznosti (religijskih vjerovanja, obredne religioznosti i posljedice religioznosti na socijalno ponašanje)
i stavova prema smrti (straha od smrti, izbjegavanja smrti, prihvaćanje
smrti, prihvaćanje smrti bijegom, neutralnog prihvaćanja smrti) u objašnjenju doživljaja smisla života kod odraslih osoba. U istraživanju su sudjelovala 433 sudionika (143 muškarca i 290 žena) prosječne dobi 35
godina iz različitih dijelova Hrvatske. Od mjernih je instrumenata korištena Skala smisla života, Upitnik religioznosti i Upitnik stavova prema smrti i umiranju. Hijerarhijskom je regresijskom analizom utvrđeno
da su strah od smrti i prihvaćanje smrti bijegom značajne samostalne odrednice doživljaja smisla životom. Dimenzije religioznosti nisu značajno samostalno pridonijele objašnjenju doživljaja smisla životom. Dobiveni rezultati upućuju na to da sudionici koji se manje boje smrti te koji smrt više vide kao nastavak života izvještavaju o većem doživljaju smisla života.
The experience of meaning in life can be defined as the extent in which people comprehend and see significance in their lives. Considering that it represents the experience of evaluation of purpose of one's existence
and that it affects goal setting in one's own life, it undoubtedly has effects on the psychological well-being of an individual. Research in this area point on the significant role of various factors in the experience of meaning in life. The aim of this study was to examine the role of some demographic characteristics (gender, age and education), religiosity (religious beliefs, ritual religiosity and consequences of religiosity on social behavior) and attitudes toward death (fear of death, avoidance of death, acceptance of death, acceptance of death by escape, neutral acceptance of death) in explaining the experience of meaning in life in adults. The sample consisted of 433 participants (143
men and 290 women) mean age of 35, from different parts of Croatia. Used instruments included Purpose of life scale, Religiosity questionnaire and Attitudes toward death and dying questionnaire. Hierarchical regression analysis showed that fear of death and acceptance of death by escape are significant independent determinants of the experience of meaning in life. Dimensions of religiosity did not significantly independently contribute to explaining the experience of meaning in life. Obtained results indicate that participants who are less afraid of death and who see death as a continuation of life report greater experience of meaning in life.
The aim of this study was to examine the reciprocal relations between teachers’ work engagement and their emotions, both positive and negative, and experienced in relation to their students, by ...implementing a two-wave panel design. The predictive role of self-efficacy with respect to teachers’ emotions and work engagement was also explored. The study included a sample of 941 teachers from various state schools in Croatia. A cross-lagged analysis demonstrated the reciprocal nature of the relationship between emotions and work engagement. Teachers who reported higher levels of positive emotions of joy, pride and love at first time point, tended to be more engaged in their work at subsequent assessment. The association between negative emotions and work engagement showed the opposite direction—teachers who experienced more anger, fatigue, and hopelessness in the first measurement point, were also less engaged at second time of assessment. Furthermore, teachers who were more engaged in their work in the first time point, also reported about lower levels of negative emotions but higher levels of positive emotions 6 months later. At last, teachers with higher perceived self-efficacy are more engaged in their work, experience more joy, pride and love, and less anger, fatigue and hopelessness, towards their students. However, these effects did not hold upon control of baseline levels of emotions and work engagement.
The aim of this study was to examine the role of personal and family characteristics in emotional regulation of early adolescents. It was assumed that children's emotional regulation is determined by ...individual child's characteristics (dimensions of temperament and pubertal status) and family factors that include children's assessment of parental behavior of mothers and fathers (acceptance, rejection or control) and children's perceptions of conflict between parents (conflict properties, self-blame and perceived threat). The research included 562 children (280 girls and 282 boys) with an average age of 13 years. The results of this study show that significant predictors of emotional regulation of boys and girls are two dimensions of temperament - effortful-control and negative affectivity. Children who have a more pronounced effortful-control and are less prone to negative emotions better regulate their emotions. Family variables significantly contribute to the explanation of emotional regulation only in boys, where significant predictors of emotional regulation are maternal control and perception of father's rejection. Boys who perceive a higher degree of maternal control and father's rejection are less capable in regulating their emotions. PUBLICATION ABSTRACT
Učiteljska je profesija emocionalno zahtjevna profesija te učitelji navode kako u svom poslu doživljavaju različite ugodne i neugodne emocije značajnoga intenziteta. Različite emocije koje učitelji ...doživljavaju u odnosu s profesionalnim aktivnostima mogu utjecati na njihov profesionalni, ali i osobni razvoj. Učestalo se doživljavanje negativnih emocija u svakodnevnom radu u odnosu s učenicima, roditeljima, kolegama i nadređenima, uz doživljaj emocionalne iscrpljenosti (kao važnog aspekta sagorijevanja na poslu) može nepovoljno odraziti na psihološku dobrobit učitelja te povećati zastupljenost i psihopatoloških simptoma.
U ovom je istraživanju ispitana uloga različitih emocija koje učitelji mogu doživjeti u odnosu s učenicima u razredu, roditeljima i obrazovnim sustavom, kao i doživljaj emocionalne iscrpljenosti u objašnjenju zastupljenosti anksioznih, depresivnih i somatizacijskih simptoma kod učitelja. Istraživanje je provedeno na uzorku od 1149 osnovnoškolskih učitelja predmetne nastave iz različitih hrvatskih regija. Ukupno je sudjelovalo 210 učitelja i 939 učiteljica u dobi između 24 i 65 godina. S obzirom su na rodne razlike u zastupljenosti pojedinih psihopatoloških simptoma provedene zasebne analize na poduzorcima učitelja i učiteljica. Provedbom je hijerarhijskih regresijskih analiza utvrđeno da, uz kontrolu duljine radnog staža (koja značajno doprinosi objašnjenju simptoma somatizacije kod učiteljica), određene emocije (zasićenost, ljubav, ljutnja i beznađe doživljene u odnosu s učenicima; anksioznost doživljena u odnosu s roditeljima, te doživljaj razočaranosti u obrazovni sustav), kao i doživljaj emocionalne iscrpljenosti ostvaruju značajne samostalne doprinose objašnjenju anksioznih, depresivnih i somatizacijskih simptoma učitelja. Dobiveni rezultati upućuju na to da objašnjenju psihopatoloških simptoma učitelja i učiteljica u najvećoj mjeri pridonosi doživljaj emocionalne iscrpljenosti kao posljedica svakodnevnog pritiska na poslu.
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.
El oficio de maestro pertenece al grupo de oficios emocionalmente exigentes y los maestros afirman que en su trabajo experimentan varias emociones agradables y desagradables de intensidad significativa. Diferentes emociones que los maestros experimentan en relación con sus actividades profesionales pueden influir en su desarrollo tanto profesional, como personal. Frecuentes emociones negativas en su trabajo cotidiano con los alumnos, padres, colegas y superiores, junto con la sensación de agotamiento emocional (como aspecto importante del agotamiento en el trabajo), pueden reflejarse negativamente al bienestar psicológico de los maestros y aumentan la presencia de los síntomas psicopatológicos.
En esta investigación se ha examinado el papel de diferentes emociones que los maestros pueden experimentar en su relación con los alumnos, padres y sistema educativo, igual que la sensación del agotamiento emocional para explicar los síntomas ansiosos depresivos y somatizados. La investigación se ha llevado a cabo en la muestra de 1149 maestros que enseñan cierta materia en colegio. Participaron 210 maestros y 939 maestras de toda Croacia que tienen la edad de entre 24 y 65 años. Tomando en consideración las diferencias de género para determinar la presencia de ciertos síntomas psicopatológicos, se han llevado a cabo análisis separados para las submuestras de maestros y maestras. Teniendo en cuenta también años de servicio (que contribuyen significativamente a la explicación de lo síntomas de somatización de las maestras), a través de los análisis de la regresión jerárquica se ha determinado que ciertas emociones (saciedad, amor, cólera y desesperación experimentadas en la relación con los alumnos, ansiedad experimentada en la relación con los padres y decepción en cuanto al sistema educativo), tanto como la sensación de agotamiento emocional, contribuyen significativamente (cada uno de ellos) a la explicación de síntomas ansiosos, depresivos y somatizados de los maestros. Los resultados obtenidos indican que lo que más contribuye a la explicación de síntomas psicopatológicos que muestran los maestros y las maestras es la sensación de agotamiento emocional como consecuencia de la presión cotidiana en el trabajo.
Sagorijevanjeuroditeljstvu jest sindrom koji karakterizira iscrpljenosturoditeljstvu, ajavljasekao posljedica trajne izloženosti kronicnom roditeljskom stresu. Ovaj sindrom ocituje seuemocionalnom ...distanciranju roditelja od djeceuzgubitak zadovoljstvai ispunjenja roditeljskom ulogom, uzsumnju u sposobnostdasebude dobar roditelj. Osnovnijecilj ovog rada bio ispitati zaseban doprinos sociodemografskih varijabli (spol i dob roditelja, obrazovanje, radni statusimaterijalni status obitelji), osobnih znacajki roditelja (emocionalna (ne)stabilnost i perfekcionizam uroditeljstvu), dimenzija roditeljskoga ponašanja (roditeljska podrška, popustljivostirestriktivna kontrola) i osobnih znacajki ciljanoga djeteta (spol, dob, snageipoteškoce djeteta) objašnjenju sagorijevanjauroditeljstvu.Uistraživanju je sudjelovalo 490 roditelja (90% majki) prosjecne dobiod40 godina (M = 40,04; SD = 5,63). Rezultati hijerarhijskih regresijskih analiza pokazuju da su najznacajniji prediktori sagorijevanja u roditeljstvu osobine roditelja (izraženija emocionalna nestabilnost i perfekcionisticke brige), roditeljsko ponašanje (niska roditeljska podrška) te znacajke djeteta (mlada dob djeteta, izraženije internalizirane i eksternalizirane poteškoce djeteta). Emocionalna (ne)stabilnost roditelja jest medu osobnim varijablama roditelja najvažniji prediktor sagorijevanja roditelja u roditeljskoj ulozi. Kljucne rijeci: osobine licnosti roditelja, roditeljsko ponašanje, suvremeno roditeljstvo, sagorijevanje u roditeljstvu, snage i poteškoce djeteta Parental burnout is a syndrome characterised by exhaustion in parenting as a result of permanent exposure to chronic parental stress. This syndrome manifests in emotional distancing from one's children with loss of pleasure and fulfilment in one's parental role and doubts about the ability to be a good parent. The main goal was to examine the contribution of sociodemographic variables (gender and age of parents, education, work status and financial status of the family), personal characteristics of parents (emotional (in)stability and perfectionism in parenting), dimensions of parental behaviour (parental support, permissiveness and restrictive control) and personal characteristics of the target child (gender, age, strengths and difficulties of the child) in explaining parental burnout. A total of 490 parents (90% mothers) participated in the research, with the average age of 40 (M = 40,04; SD = 5,63). The results of HRA show that the most significant predictors of parental burnout are parental characteristics (higher emotional instability and perfectionistic concerns), parental behaviour (low parental support) and child characteristics (younger age of the child, higher level of internalised and externalised problems). The emotional (in)stability of parents is the most significant predictor of parental burnout in the parental role. Keywords: personality traits of parents, parental behaviour, modern parenting, parental burnout, child's strengths and difficulties
Adolescence is a time of increased risk of emotional and behavioural problems due to intense changes in many aspects of physical and psycho-social functioning. The starting point for the research ...presented in this paper is the Achenbach's multivariate statistical approach exploring the incidence of various problems specific to adolescence. The specific purpose of the paper was to examine the incidence of various psychopathological problems in younger adolescents: anxiety/depression, alienation, physical difficulties, aggression, rule-breaking, social issues, opinion and attention issues, as well as the incidence of specific groups of internalised and externalised problems. The paper also considered gender differences with regard to incidence of individual problems, and the relations between internalised and externalised problems. The results were also compared with the standard values established on a sample of Croatian children and adolescents investigated in the research conducted by Rudan et al. (2005). A total of 937 primary school students in the seventh and eighth grades from Zadar (476 female and 461 male adolescents) of an average age of 13 years participated in the research. The incidence of various problems was investigated with the use of the Youth Self-Report rating scale (YSR, Achenbach and Rescorla, 2001). The results obtained for the entire sample show that adolescents exhibit a greater incidence of estimated internalised problems in comparison to externalised problems. The gender differences analysis shows that the incidence of estimated internalised problems is greater in female than in male adolescents. By examining the gender differences occurring in individual syndromes, the results exhibit differences in the incidence of the anxiety/depression and physical difficulties (more common in female adolescents) and rule-breaking - delinquency (more common in male adolescents). Furthermore, the research showed significant positive relations between internalised and externalised problems, and based on the comparison with the standard values established in previous research on adolescents (Rudan et al., 2005), this research shows a mild increase in the incidence of various estimated problems in adolescents.
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