Kognitivno intervjuiranje jedna je od metoda predtestiranja koja se koristi za identifikaciju potencijalnih problema mjernih instrumenata proučavanjem kognitivnih procesa ispitanika u situaciji ...njihova rješavanja. Postupak kognitivnoga intervjuiranja najčešće se sastoji od niza sukcesivnih krugova intervjua prilikom kojih se primjenjuju i (posljedično) adaptiraju svi aspekti upitničke mjere. U znanstvenoj literaturi izostaje sustavan pregled, kao i konsenzus o specifičnostima dizajna i adekvatne prakse kognitivnoga intervjuiranja. Stoga je u radu ponuđen prikaz metode kognitivnoga intervjuiranja te su identificirana otvorena pitanja koja imaju potencijal generiranja novih istraživačkih ideja koje bi unaprijedile metodu kognitivnoga intervjuiranja. Pregled literature upućuje na određene konceptualne probleme pri definiranju te metode, ali i na plodna područja za daljnja istraživanja kognitivnoga intervjuiranja.
Cognitive interviewing is one of the pre-testing methods that is used in scale development to inform item revision decisions and to provide validity evidence of response processes for questionnaire items. Cognitive interviewing usually consists of a series of successive rounds of interviews in which all aspects of the survey are applied and (consequently) adapted. The scientific literature lacks a systematic review as well as consensus on the specifics of the design and adequate practice of cognitive interviewing. Therefore, the aim of this paper is to offer an overview of the method of cognitive interviewing and to point out open questions that have the potential to generate new research ideas that would improve the method of cognitive interviewing. A review of the literature points to certain conceptual problems in defining this method, but also to prolific areas for further research on cognitive interviewing.
In education for sustainable development, widely regarded as a framework that offers us the opportunity to improve the ways in which we cope with climate change issues, the need for student teachers ...to express willingness to act in order to deal with numerous issues and challenges of sustainable development, especially climate change, is of particular importance. Therefore, the focus of this study is on the examination of predictors of student teachers’ willingness to act in a climate-change mitigation and adaptation context. For the purpose of this study, measurement instruments of willingness to act in climate change mitigation and adaptation context, attitudes towards climate change, perception of action possibilities in climate change mitigation and adaptation context, interest in climate change and concern for ecological problems were validated. A total of 201 student teachers from the University of Rijeka (Croatia) participated in the study. It was determined that (I) attitudes towards climate change, (II) perception of action possibilities in climate change mitigation and adaptation context and (III) interest in climate change represent significant predictors of willingness to act in climate-change direction and mitigation contexts. Based on the results of this study, recommendations for teacher education in the climate change context have been offered.
Kognitivno intervjuiranje jedna je od metoda predtestiranja koja se koristi za identifikaciju potencijalnih problema mjernih instrumenata proučavanjem kognitivnih procesa ispitanika u situaciji ...njihova rješavanja. Postupak kognitivnoga intervjuiranja najčešće se sastoji od niza sukcesivnih krugova intervjua prilikom kojih se primjenjuju i (posljedično) adaptiraju svi aspekti upitničke mjere. U znanstvenoj literaturi izostaje sustavan pregled, kao i konsenzus o specifičnostima dizajna i adekvatne prakse kognitivnoga intervjuiranja. Stoga je u radu ponuđen prikaz metode kognitivnoga intervjuiranja te su identificirana otvorena pitanja koja imaju potencijal generiranja novih istraživačkih ideja koje bi unaprijedile metodu kognitivnoga intervjuiranja. Pregled literature upućuje na određene konceptualne probleme pri definiranju te metode, ali i na plodna područja za daljnja istraživanja kognitivnoga intervjuiranja.
Indirektni govor je fenomen u kojem govornik kaže nešto što ne misli doslovno vjerujući pritom da će slušatelj razumjeti pravo značenje poruke. Jedna od novijih teorija indirektnog govora, teorija ...strateškog govornika, navodi da indirektan govor nije samo socijalni ritual (tehnika pristojnosti u svrhu očuvanja obraza sugovornika) već i logička strategija. Prema tome, indirektni govor pruža govorniku mogućnost nijekanja pravog značenja svojih riječi kada one ne nailaze na plodno tlo, čime, na neki način, zaštićuje sebe. U ovom je istraživanju cilj bio ispitati postoji li razlika u procjeni jasnoće rečeničnog izraza, sigurnosti slušatelja o stvarnom značenju govornikova rečeničnog izraza i procjeni zajedničkog znanja slušatelja i govornika s obzirom na razinu direktnosti rečeničnog izraza. Očekivali smo da će varijabla direktnosti jezičnog izraza utjecati na promjenu u navedenim zavisnim varijablama. Ispitano je 134 ispitanika (101 žena i 33 muškarca) studenata Filozofskog fakulteta u Rijeci. Svi su ispitanici čitali dva scenarija razgovora u kojima je opisan događaj nakon kojeg jedan od aktera daje povratnu informaciju drugom akteru u formi neslaganja. U oba su scenarija korišteni jednaki rečenični izrazi povratne informacije koji su varirali od najdirektnijeg izraza (U krivu si.) do najneodređenijeg izraza (Zaista je teško pronaći pravo rješenje ovog problema.). Istraživanje je pokazalo da postoji razlika u procjeni zajedničkog znanja govornika i slušatelja s obzirom na razinu direktnosti rečeničnog izraza. Što je izraz direktniji, to su i procjene zajedničkog znanja više. Isti je obrazac dobiven za procjenu sigurnosti slušatelja o stvarnom značenju rečeničnog izraza kao i za procjenu jasnoće rečeničnog izraza.
Indirect speech is a phenomenon in which a speaker says something he does not literally mean, knowing that the listener will probably understand it correctly. One of the most recent theories of ...indirect speech, the theory of the strategic speaker, states that indirect speech is not just a social ritual (a technique of politeness used to save the interlocutor's face), but also a logical strategy. Therefore, indirect speech provides the speaker with an opportunity to deny the real meaning of his words and protect himself when the words do not take root. The aim of this research was to investigate whether there is a difference between the perception of the clarity of the speech act, the listener's certainty about the real meaning of the speaker's speech act, and the perception of the mutual knowledge shared by the speaker and the listener with regard to the level of directness of the speech act. It was expected that the variable of directness of the speech act will affect the change in mentioned dependent variables. A total of 134 students (101 females and 33 males) from the Faculty of Humanities and Social Sciences in Rijeka participated in the research. All respondents read two scenarios of conversation which described an event after which one of the actors gives feedback to another actor in the form of disagreement. In both scenarios the same feedback speech acts which varied from the most direct speech act (You are wrong.) to the most indirect speech act (It is really difficult to find the right solution to this problem.) were used. The research has shown that there is a difference in the perception of the mutual knowledge shared by the speaker and the listener with regard to the level of directness of the speech act. The more direct the speech act, the higher the perceptions of mutual knowledge. The same pattern was obtained for perception of the listener's certainty about the real meaning of the speech act as well as for perception of the clarity of the speech act.
Školska klima podrazumijeva relativno trajnu kvalitetu školske okoline nastalu kombinacijom fizičkih i socijalnih čimbenika (poput formalne organizacije, neformalne organizacije, ličnosti sudionika i ...specifičnosti upravljanja školom, Domović, 2003), a utječe na ponašanje njenih članova. Temelji se na zajedničkoj percepciji ponašanja svih aktera u školi. U ovom radu autorice se bave nekim aspektima percepcije školske klime srednjoškolaca. Istraživanje je provedeno na uzorku od 287
srednjoškolaca iz šest srednjih škola na području Zagreba, Rijeke i Osijeka. Dva su temeljna cilja ovoga rada. Prvi cilj istraživanja bio je
ispitati metrijske karakteristike instrumenta Hrvatskog upitnika školske klime za učenike (HUŠK-U, Velki i Kuterovac Jagodić, 2012) na srednjoškolskom uzorku. Potvrđena je jednofaktorska struktura i visoka pouzdanost upitnika za srednjoškolsku populaciju. Drugi cilj rada bio je
utvrditi postoji li razlika u percepciji školske klime između državnih škola i škola čiji je osnivač vjerska zajednica s pravom javnosti. Rezultati upućuju na općenito pozitivnu percepciju školske klime na uzorku srednjoškolaca. Iako su na razini lokacije škola obuhvaćenih ovim
istraživanjem pronađeni specifični obrasci percepcije školske klime učenika iz državnih škola i škola čiji je osnivač vjerska zajednica s pravom javnosti, na ukupnom uzorku nije pronađena razlika u percepciji školske klime između tih dviju skupina učenika. Pronađena je samo razlika u percepciji školske klime između mlađih i starijih srednjoškolaca. Sukladno s prijašnjim istraživanjima mlađi srednjoškolci
percipiraju školsku klimu pozitivnijom od starijih srednjoškolaca.
School climate entails a relatively permanent quality of the school environment, which is a result of a combination of physical and social factors (formal and informal organization, participants' personality and
leadership characteristics, Domović, 2003) and it affects the behaviour
of its members. It is based on a common perception of behaviour of all stakeholders in a school. In this paper, the authors focus on certain aspects of Croatian secondary school pupils’ perception of the school climate. The research was conducted on a sample of 287 high school pupils attending six high schools in Zagreb, Rijeka and Osijek. There were two main aims of the study. The first aim of this study was to examine the metric properties of the instrument Croatian questionnaire of the school climate for primary school pupils (Velki & Kuterovac Jagodić, 2012) on a sample of high school pupils. The one factor structure has been confirmed with high reliability of the questionnaire for the high school pupil population. The second aim was to examine the high school pupils’ perceptions of the school climate and to determine whether there is a difference in the perception of the school climate between pupils from public schools and schools founded by religious communities. The results indicate that there is an overall positive perception of the school climate. Although particular patterns regarding
certain cities have emerged between pupils from public schools and schools founded by religious communities in terms of the school climate perception, there are no differences in the perception of the school climate between the overall sample of pupils from public schools and schools founded by religious communities. The only difference in perception was found between younger and older high school pupils. In line with the previous research, younger high school pupils perceive the
school climate to be more positive than their older colleagues.
Unter Schulklima versteht man eine relativ dauerhafte Qualität der Schulumgebung, die aus der Kombination physischer und sozialer Faktoren (wie formale Organisation, informelle Organisation, Persönlichkeit der Teilnehmer und Besonderheiten in der Schulverwaltung, Domović, 2003) besteht und das Verhalten ihrer Mitglieder beeinflusst. Grundlage bildet
die gemeinsame Wahrnehmung des Verhaltens aller Akteure in der Schule. In dieser Arbeit behandeln die Autorinnen einige Aspekte der Wahrnehmung
des Schulklimas unter Schülern der Oberstufe. Die Erhebung wurde auf einer Stichprobe von 287 Schülern der Oberstufe aus sechs Sekundarschulen auf dem Gebiet der Städte Zagreb, Rijeka und Osijek durchgeführt. Die Arbeit setzte sich zwei grundlegende Ziele: das erste Ziel war es, die metrischen Eigenschaften des Instruments „Kroatischer Fragebogen für Schüler zur Meinung zum Schulklima“ (HUŠK, Velki i Kuterovac Jagodić, 2012) auf einer Stichprobe in Sekundarschulen zu erfragen. Die einfaktorielle Struktur und hohe Zuverlässigkeit des Instruments wurden auch für die Population der Sekundarschulen bestätigt. Das zweite Ziel war es festzustellen, ob es einen Unterschied
in der Wahrnehmung des Schulklimas zwischen staatlichen Schulen und Schulen mit öffentlichen Glaubensgemeinschaften als Träger gibt. Die Ergebnisse weisen im Allgemeinen auf eine positive Wahrnehmung des Schulklimas unter Schülern der Oberstufe. Obwohl auf Ebene des Standortes der teilnehmenden Schulen spezifische Muster in der Wahrnehmung des Schulklimas von Schülern staatlicher Schulen einerseits und Schülern aus Schulen mit öffentlichen Glaubensgemeinschaften als Träger andererseits gefunden wurden, zeigt die gesamte Stichprobe keinen
Unterschied in der Wahrnehmung des Schulklimas zwischen diesen zwei Schülergruppen. Der einzig festgestellte Unterschied in der Wahrnehmung des Schulklimas bezieht sich auf jüngere und ältere Oberstufenschüler. Den bisherigen Erhebungen entsprechend nehmen die jüngeren Schüler das Schulklima als positiver wahr, als die älteren Oberstufenschüler
U okviru obrazovanja za održivi razvoj (budući) nastavnici se ističu kao najvažniji izvršitelji promjena i promicanja održivog razvoja. Stoga su u radu izloženi modeli koji se bave pitanjem koje ...kompetencije trebaju imati (budući) nastavnici kako bi mogli uspješno implementirati obrazovanje za održivi razvoj u svoju praksu. Uspješnost integracije ovisi ponajviše o samim (budućim) nastavnicima, odnosno o: a) njihovim vrijednostima, stavovima, znanju i ponašanju spram održivog razvoja (zastupljenosti odrednica građanstva održivosti), b) o njihovim obrazovnim filozofijama i stavovima prema poučavanju i učenju, odnosno spremnosti za promjene i inovacije u nastavnom radu, c) o njihovoj samoprocjeni vlastite efikasnosti u kontekstu ovladanosti kompetencijama nužnima za implementaciju obrazovanja za održivi razvoj. Cilj je rada analizirati navedene odrednice spremnosti (budućih) nastavnika da implementiraju obrazovanje za održivi razvoj.
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