Cilj rada bio je kvalitativnom metodom istražiti kako studenti/ce razumiju vlastiti proces odabira studija na visokoškolskoj razini. Teorijski okvir činila je teorija situiranih očekivanja i ...vrijednosti Eccles i sur. Istraživačka su pitanja bila: što studenti/ce prepoznaju kao glavne razloge za vlastitu odluku o odabiru studija, kako percipiraju ulogu važnih drugih osoba u odluci o odabiru studija te kako razumiju odnos rodnih stereotipa o studijima i zanimanjima te vlastitog odabira studija. Polustrukturirani intervjui provedeni su sa 44-ero studenata i studentica prve godine sveučilišnih i stručnih studija (22 djevojke i 22 mladića). Tematska analiza intervjua pokazala je da su motivacijska uvjerenja, važne druge osobe te rodni stereotipi imali različite uloge u odabiru studija. Subjektivne vrijednosti, posebno interes, percipirana korisnost i cijena truda, prepoznate su kao važni motivacijski utjecaji. Roditelji, profesori/ce te posebno prijatelji/ce utjecali su na odabir studija svojim savjetima, pružanjem informacija i podrške. Analiza rodne dimenzije pokazala je da je prisutnije shvaćanje da rodni stereotipi nisu utjecali na vlastiti odabir studija. No kada se prepoznaje utjecaj rodnih stereotipa na odabir, on je u skladu s očekivanjima teorije: studenti/ce rodno tipičnih studija navode da su izbjegavali rodno nestereotipne profesionalne odabire, dok studentica rodno nestereotipnog studija (strojarstva) opisuje važnost odbacivanja stereotipa za svoj odabir studija. Praktične implikacije rezultata odnose se na dodatno informiranje učenika/ca o sveučilišnim i stručnim studijskim programima te njihovo osvještavanje o utjecaju rodnih stereotipa na obrazovne odabire radi širenja spektra mogućih odabira studija.
The goal of the research was to explore the role of motivation, gender roles and stereotypes in the explanation of students' educational outcomes in a stereotypically male educational domain: ...physics. Eccles and colleagues' expectancy-value model was used as a theoretical framework for the research. The research sample included 736 grammar school students from Zagreb, Croatia. The variables explored were expectancy of success, selfconcept of ability and subjective task values of physics, gender roles and stereotypes, and educational outcomes: academic achievement in physics, intention to choose physics at the high school leaving exam, and intention to choose a technical sciences university course. The results showed that girls had a lower self-concept of ability and lower expectancies of success in physics compared to boys, in spite of their higher physics school grades. Hierarchical regression analyses showed that self-concept of physics ability was the strongest predictor of physics school grades, whereas the utility value of physics was the key predictor of educational intentions for both genders. Expectancy of success was one of the key predictors of girls' educational intentions, as well. Endorsement of a typically masculine gender role predicted girls' and boys' stronger intentions to choose a stereotypically male educational domain, whereas acceptance of the stereotype about the poorer talent of women in technical sciences occupations predicted girls' lower educational outcomes related to physics. The practical implication of the research is the need to create gender-sensitive intervention programmes aimed at deconstructing the gender stereotypes and traditional gender roles that restrain students from choosing gender-non-stereotypical careers. (DIPF/Orig.).
The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the ...OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue.
•13,963 articles were scanned based on a systematic literature review.•149 assessment tools were detected for social, emotional, intercultural competences.•88.6% of all assessment tools were self-reported inventories.•There are only few relevant instruments on intercultural competences.•Further research is needed on the interconnectedness of all three subareas.
Studies on early school leaving (ESL) from countries such as Bosnia and Herzegovina, Croatia, Montenegro, Serbia and Slovenia have been missing from the international early school leaving research ...map. As a contribution to remedying this, the article reviews research papers and strategic documents from these countries, guided by the general question whether there is anything specific about ESL in this region in comparison to the wider European research and policy context. The aspects of ESL examined include definitional similarities and differences, extent of ESL, dominant theoretical and methodological approaches, factors identified as impacting ESL as well as policy solutions. We find that Croatia and Slovenia are among the countries which have the lowest ESL rates in Europe. The findings of the reviewed research studies correspond to international research papers in terms of the following frequent risk factors for ESL: low economic and cultural family background, ethnic minority and migration status, type of school enrolled and motivation and academic achievement. There is a strong focus on Roma children early school leavers in all of the countries examined and Bosnia and Herzegovina stands out in the broader European context with the finding that girls from large, low socio‐economic status families, who live more than three kilometres away from school, are at particular risk of ESL. In discussing ESL, the reviewed studies tend to emphasise individual and family characteristics rather than also broader social constraints as ESL determinants, a practice also reflected in policy documents which do not mention the role of broader social and economic conditions shaping early school leaving.
The motivation, skills and professional identity of future teachers develop during their initial teacher education. The aim of this research is to assess the differences between first-year and ...fifth-year student teachers on a number of personality and motivational variables that are indicative of their approaches to learning, using a cross-sectional design. The participants were 217 first-year and 109 fifth-year student teachers from three Croatian universities. The questionnaire measured personality dispositions, self-descriptions, achievement goals, motivation, learning strategies and perceived autonomy support in learning. The results showed that final-year student teachers displayed more conscientiousness and self-efficacy, and less avoidant goal orientations, extrinsic motivation and surface learning compared to first-year student teachers, indicating final-year students' more adaptive and proactive approach to learning. The observed differences could be a result of maturation processes and/or the effects of teacher studies that support the development of more adaptive patterns of learning and self-beliefs.
The aim of this study was to explore gender differences in motivation for choosing teaching as a profession and perceptions of men's demotivation for the choice of this profession. 279 preservice ...subject teachers from the University of Zagreb, Croatia, filled in the FIT-Choice Scale (Watt and Richardson, 2007) and the Demotivation of Men for Teaching Career Choice Scale. Results revealed that, regardless of their gender, preservice subject teachers were primarily motivated by the intrinsic and social utility values of teaching, while specific gender differences imply the importance of the role of social factors in men's choice of this career. Low status of the teaching profession was perceived as the dominant reason for demotivation of men to choose it. Women were more likely than men to assume that men are demotivated to choose teaching because it is a "women's profession". Policy implications of findings on men's (de)motivation for teaching are discussed.
Numerous interventions in the school environment focus on supporting empathy to prevent aggressive behaviour. But when planning interventions inside classrooms one needs to consider the context of ...each specific classroom, e.g., relationships between students and teachers. Based on the Developmental System Theory and Bronfenbrenner’s Ecological System Model, this study examines the mediating effect of the positive and negative student-teacher relationships on the relationship between empathy (cognitive and emotional components) and aggression. We use a randomised sample of 539 students from two countries (Slovenia:
N
= 271,
M
= 12.91 years, 56.3% female; Croatia:
N
= 268,
M
= 13.60 years, 47.4% female). We measure empathy with the Interpersonal Reactivity Index, aggression with the AG-UD Aggression Scale and student-teacher-relationships with the Perceived Quality of Student-Teacher Relations measures. The findings show that empathy plays an important role in aggression, but interestingly, the component is different in the two countries. In Slovenia, there is a significant negative direct path from the cognitive component of empathy,
Perspective taking
, to aggression, while in Croatia, there is a similar path, but starting from the emotional component of empathy,
Empathic concern
. In both countries,
Negative student-teacher relationships
mediated the relationship between mentioned components of empathy and aggression, thus showing the importance of classroom context, e.g., the relationships with teachers, when addressing empathy and aggression of students in the school context. The practical implication based on our findings is the prevention of negative student-teacher relationships and the promotion of empathy among students (as well as teachers).
Studies on motivation for teaching as a career choice are still relatively rare and lacking clear theoretical framework based on recent theories of motivation and career choice. The aim of this ...research was to empirically test the model of influences on the choice of teaching as a career based on expectancy-value theory of motivation (Eccles, 2005) in Croatian educational context and to validate the Croatian version of the FIT-Choice Questionnaire. The questionnaire, originally designed in Australia (Richardson & Watt, 2006), assesses a variety of factors playing the role in choosing teaching as a career. The sample consisted of 188 students from teaching faculties at the universities in Zagreb and Rijeka. Factor structure of the Croatian version of FIT-Choice Questionnaire provided a good replication of the original factor structure of the scales, given a relatively large number of factors underlying original scales and substantial differences in Croatian and Australian educational context, pre-service teacher education and status of teaching profession. The obtained results therefore provided a support for the construct validity of the FIT-Choice Questionnaire and for the adequacy of the model of influences on the choice of teaching as a career (Richardson & Watt 2006) as a conceptual framework for interpreting the motivation for teaching profession in the Croatian educational context. The principal motives for career choice of our student teachers were the opportunity to work with children, social contribution and perceived teaching ability, while personal values as job security and time for family were perceived as less important. PUBLICATION ABSTRACT
The present paper focuses on teacher?s role in social justice and explores
how teachers perceive and react upon diversity and inequality in their
classrooms. Through a literature review, we aimed to ...answer three research
questions: 1) what are diversity awareness and critical consciousness in
education; 2) why are diversity awareness and critical consciousness
important; and 3) how can diversity awareness and critical consciousness be
supported in teachers. The literature review has revealed that most papers
on teachers? diversity awareness and critical consciousness have been
published within the last few years and that the importance of the two
concepts has been recognized for a wide range of educators. There seems to
be a growing interest in this topic due to the increase of the diversity in
classrooms and the recognition of the teachers? role in addressing diversity
and inequality. However, large-scale studies would be a needed contribution
to the field, as most of the existing studies are small-scale. Based on this
review, we argue that both diversity awareness and critical consciousness
need to be supported through preservice and in-service teacher professional
development programs, if we are to make education systems more inclusive for
all.
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