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.
The parenting role is one of the most demanding life roles that can be very fulfilling, but also very demanding and stressful at the same time. Recently, there has been significant interest in studying burnout in parenting, which is characterized by extreme exhaustion associated with parenting, emotional distancing from children, feelings of inefficiency in parenting, and doubts about the ability to be a good parent. This paper presents the validation and metric characteristics of the Parental Burnout Assessment (PBA) by Roskam et al. (2018) (exhaustion in one's parental role, contrast with previous parental self, feelings of being fed up with one's parental role and emotional distancing from one's children). The Croatian version of the PBA showed satisfactory metric characteristics determined on a sample of 1,025 parents (90% of mothers) with an average age of 40 years. The results of the confirmatory factor analysis confirmed the assumed theoretical four-factor structure of the questionnaires, along with the factors being grouped into one superior factor of burnout in the parental role. Significant expected correlations between parental self-assessments of burnout in parenting and the propensity for perfectionism in parenting and neglect and violence towards children also support the validity of the questionnaire. The internal consistency reliability coefficient for the total measure of burnout in parenthood is high (.98), and it is also high for subscales (from .87 to .96).
The aim of this study was to investigate the frequency of experienced peer violent behaviours of different forms in terms of age and gender. Furthermore, study aimed at examining the association ...between the frequency of experienced violence, school achievement, and certain elements of classroom climate. It was hypothesised that boys, more often than girls, experience violent behaviours and that the most common form of bullying is verbal. A total of 400 participants, 195 boys and 205 girls, grades 5th-8th took part in the study. Several instruments were applied: General data questionnaire, Frequency of experienced violent behaviour scale and Sensitivity to violence in the classroom context scale. Results largely confirmed the initial hypothesis. It turned out that boys more often than girls experience violent behaviours; that verbal forms of bullying are the most frequent, that experienced bullying is most frequent in 8th grade, and that there is a significant correlation between experienced violent behaviour, academic achievement and sensitivity to violence in the classroom. The results were interpreted in the context of existing models of peer violence with the emphasis on implications for school work.
The aim of this research was to investigate the relationship between music preference and music education, informal influences (attending classical music concerts and musical theatre productions) and ...familiarity of music. The research included students of the Faculty of Humanities and Social Sciences, University of Split (N = 341). The results showed that participants usually listen to popular music in their leisure time and that popular music is their most preferred music style. A positive relationship between familiarity and preferences was found but this effect was not unambiguous. A relationship between music preferences and secondary school music education was not found, but those participants who attended music school preferred some music styles more than did those participants who did not attend music school. There was a significant correlation found between the frequency of attending classical music concerts and preferences for classical music, jazz and world music. Finally, the results indicated that people who frequently attend musical theatre productions have significantly higher preferences for jazz and world music. The authors pointed to the problem of unattractiveness of music lessons in secondary schools and suggest possible solutions to the problem.
This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 ...female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić & Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo
Teorijski okvir ovoga rada sačinjavaju teorija univerzalnih sadržaja i strukture vrijednosti te model doživljaja roditeljstva kao polazište za istraživanje roditeljskih utjecaja na razvojne ishode ...adolescenata. Cilj je istraživanja bio ispitati odnos između univerzalnih vrijednosti majki i subjektivnoga doživljaja majčinstva te samopoštovanja, samoefikasnosti i školskoga postignuća (pred)adolescenata. U istraživanju su sudjelovale 234 dijade majka – dijete, a primijenjeni su sljedeći upitnici i skale samoprocjene: upitnici općih podataka za majku i adolescente, Upitnik samoefikasnosti za djecu, Skala samopoštovanja, Upitnik životnih vrijednosti te Skala osjećaja roditeljske kompetentnosti. Rezultati su potvrdili neke očekivane rodne razlike u adolescenata, kao i razlike u vrijednostima majki s obzirom na njihovu dob i razinu obrazovanja. Subjektivna procjena kompetentnosti majki značajno je korelirala s vrijednostima postignuća, moći te trijadom konzervativnih vrijednosti. Provedene regresijske analize pokazale su da se manji dio varijance samopoštovanja, samoefikasnosti i postignuća (pred)adolescenata može pripisati vrijednostima majki, pri čemu su najvažniju ulogu imale upravo konzervativne vrijednosti.
U radu su prikazani rezultati istraživanja provedenog na uzorku studenata Umjetničke akademije u Splitu (N=67) s ciljem ispitivanja nekih aspekata motivacije, samoefikasnosti i strategija vježbanja ...kao glavnih odrednica glazbene uspješnosti. Rezultati su pokazali da je prosječno dnevno vrijeme vježbanja sviranja 3.3 h, a tjedno 19.57 h, pri čemu nisu utvrđene značajne razlike među studentima koji sviraju različite instrumente. Solo pjevači u prosjeku dnevno vježbaju 1.75 sati. Studenti su u podjednakoj mjeri iskazali da se u budućem profesionalnom radu planiraju baviti aktivnim umjetničkim djelovanjem kao i pedagoškim radom. Stariji studenti u prosjeku više vježbaju, a vrijeme vježbanja značajno je pozitivno povezano i s planiranjem vježbanja kao učinkovitom strategijom vježbanja. Samostalnost u vježbanju sviranja povezana je sa strategijama vježbanja i dobi sudionika pri čemu stariji sudionici kao i oni koji koriste učinkovite strategije vježbanja iskazuju i veću samostalnost pri vježbanju i mogućnosti da samostalno svladavaju nove zadatke.
The contribution of the ematical achievement Reić-Ercegovac Ina; Koludrović Morana; Mišurac Irena
Zbornik Instituta za pedagoška istraživanja,
01/2019, Volume:
51, Issue:
1
Journal Article
Open access
The aim of this study was to examine the performance of different age groups of students in mathematical achievement, i.e. in solving mathematical problem tasks and mathematical school grades. ...Furthermore, the study aimed to investigate the contribution of the mathematics self-concept and subjective value of Mathematics to explain individual differences in solving mathematical problem tasks and school achievement in Mathematics. A total of 780 participants took part in the study. The results show that with age school achievement in Mathematics decreases, as well as Mathematics self-concept and students’ subjective value of Mathematics. On the other hand, older students are more successful in solving mathematical problem tasks. However, the performance in mathematical problem solving was relatively poor throughout the sample. Although female students had better grades, there were no significant gender differences in relation to solving problem tasks or mathematical self-concept and the subjective value of Mathematics. Younger students, in comparison to older ones, assessed their mathematical abilities higher, were more interested in Mathematics and evaluated it as more useful. The only commonly important predictors of both problem solving tasks and most frequent grade in Mathematics were age and the self-assessment of mathematical abilities.
The aim of this study was to examine whether the dimensions of parental behavioural style contribute to the explanation of the developmental characteristics of preschool children beyond children’s ...temperamental characteristics. A total of 194 parents of one preschool child, of which 95.36% were mother, participated in the study. The EASI temperament survey, the Multidimensional Assessment of Parenting Scale and the Preschool Child Development Assessment Questionnaire were used. The results suggested a significant correlation between the dimensions of temperament according to the EASI model (emotionality, activity, sociability and impulsivity), the functional developmental characteristics of the child and some dimensions of parenting. No significant differences were found in the assessments of temperamental characteristics and developmental outcomes between boys and girls. The results of regression analyses showed that temperamental dimensions assessments explained significant portion of preschool children developmental outcomes variance (between 56% and 74%). Furthermore, with temperamental characteristics being controlled for, the dimensions of parental behaviour did not significantly increase portion of explained criteria variance. In addition to the limitations of the study, the results were discussed in the context of existing knowledge on the developmental outcomes of preschool children with special emphasis on the importance of recognizing and understanding temperament as an important determinant of development in early ages.
Cilj ovoga istraživanja bio je ispitati pridonose li dimenzije roditeljskog ponašajnog stila objašnjenju razvojnih obilježja djece predškolske dobi i povrh dječjih temperamentalnih značajki. U ...istraživanju su sudjelovala 194 roditelja jednog djeteta predškolske dobi, od čega 95.36 % majki. Primijenjeni su Upitnik temperamenta EASI, Multidimenzijski upitnik roditeljstva i Upitnik za procjenu razvoja djeteta predškolske dobi. Rezultati su uputili na značajnu povezanost između dimenzija temperamenta prema modelu EASI (emocionalnost, aktivnost, socijabilnost i impulzivnost), funkcionalnih razvojnih obilježja djeteta i nekih dimenzija roditeljstva. Nisu utvrđene znatne razlike u procjenama temperamentalnih obilježja i razvojnih ishoda između dječaka i djevojčica. Rezultati regresijskih analiza pokazali su da je procjenama temperamentalnih dimenzija moguće objasniti visokih 56 % – 74 % varijance razvojnih ishoda djece predškolske dobi, ali i da dimenzije roditeljskog ponašanja dodatno ne pridonose objašnjenju varijance razvojnih obilježja djece uz kontrolu temperamenta. Uz ograničenja provedenog istraživanja, rezultati su interpretirani u kontekstu postojećih spoznaja o utjecajima na razvojne ishode djece predškolske dobi s posebnim naglaskom na važnost prepoznavanja i razumijevanja temperamenta kao važne odrednice razvoja u dječjoj dobi.
The aim of this study was to examine whether the dimensions of parental behavioural style contribute to the explanation of the developmental characteristics of preschool children beyond children's ...temperamental characteristics. A total of 194 parents of one preschool child, of which 95.36% were mother, participated in the study. The EASI temperament survey, the Multidimensional Assessment of Parenting Scale and the Preschool Child Development Assessment Questionnaire were used. The results suggested a significant correlation between the dimensions of temperament according to the EASI model (emotionality, activity, sociability and impulsivity), the functional developmental characteristics of the child and some dimensions of parenting. No significant differences were found in the assessments of temperamental characteristics and developmental outcomes between boys and girls. The results of regression analyses showed that temperamental dimensions assessments explained significant portion of preschool children developmental outcomes variance (between 56% and 74%). Furthermore, with temperamental characteristics being controlled for, the dimensions of parental behaviour did not significantly increase portion of explained criteria variance. In addition to the limitations of the study, the results were discussed in the context of existing knowledge on the developmental outcomes of preschool children with special emphasis on the importance of recognizing and understanding temperament as an important determinant of development in early ages.
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