In this research, we set out to examine whether the mentalizing capacity in adolescents is a statistically significant predictor of formal operational thought and school success. For the purpose of ...this research, we used the Mentalization Questionnaire (MQ), which consists of three subscales: Self-Related Mentalization, Other-Related Mentalization and Motivation to Mentalize and Bond's logical operations test (BLOT). The research involved 200 students from Technical High School in Pirot, 54,5% were boys, and the average age of the participants was 17 years. The research results of multiple regression analysis indicate the model in which mentalizing capacity represents a predictor of formal operational thought is statistically significant and accounts for 51% variance in this criterion variable (R2 = .51; F (3,196) = 67.67; p = .00). Self-Related Mentalization (b = .34; p = .00) and Motivation to Mentalize (b = .37; p = .00) turned out to be significant individual predictors. When it comes to predictors of school success the model that consists of mentalization capacity dimensions is statistically significant and accounts for 49% of the variance in this variable (R 2 = .49; F (3,196) = 61.92; p = .00). Other-Related Mentalization (b = .22; p = .02) and Motivation to Mentalize (b = .38; p = .00) indicate a significant predictive potential. We consider that inciting mentalization in educational work can significantly contribute to the development of formal operational thought.
An authoritative parenting style and a high capacity for mentalization in
adolescents have been recognized in the literature as a strong protective
factor in preserving the mental health of ...adolescents. The aim of this
research was to examine the predictive contribution of parenting styles to
adolescents? capacity for mentalization. Two hundred high school students
participated in the research (54.5% boys; the average age of the respondents
was 17 years). The results of multiple regression analysis indicate that,
when it comes to the parenting style of the mother, the dimensions of an
authoritative style (regulation and connection) contribute significantly
positively to an adolescent?s capacity for mentalization, while the
dimensions of an authoritarian style (verbal hostility and non-reasoning)
contribute significantly negatively to the development of this reflective
function. When the father?s parenting style is taken into account, the
dimension of an authoritative parenting style that significantly contributes
to the development of mentalization is regulation, while the non-reasoning
and physical coercion dimensions of an authoritarian style show a negative
contribution. The main conclusion of the research is that the dimensions of
an authoritative parenting style (connection and regulation) significantly
contribute to the development of mentalization capacities in adolescents,
while the dimensions of the authoritarian parenting style (verbal hostility
of the mother, non-reasoning of both parents andphysical coercion of the
father) negatively contribute to the development of mentalization. The basic
pedagogical implications of the paper lead towards encouraging positive
parenting styles, which would improve the overall development of children,
as well as the development of their capacity for mentalization.
Subjective well-being (a positive attitude towards life and positive affectivity) as an important indicator of mental health attracts a lot of attention in the field of positive psychology. For the ...sake of improving mental health, research was mainly focused on identifying factors related to it. So far, findings indicate there is a need for a better understanding of the characteristics of both individual and family environments. To that end, the aim of this study was to examine gender differences and what contributes to the subjective well-being of men and women. The study examined gender roles, masculinity and femininity, aspects of family functioning, education and the number of children. The sample included 1417 respondents who are married or in a relationship (586 men, 802 women), and the following questionnaires were used: a shorter versions of the Subjective Well-Being Scale, the Masculinity and Femininity Scale and the Family Functioning Scale, as part of the larger PORPOS2 battery. The results showed that masculinity and femininity, and adequate communication in the family are important indicators of a positive attitude towards the life of both genders. Masculinity and satisfaction with communication play a significant role when it comes to the positive affectivity in both men and women. The level of cohesiveness also plays an important role in the subjective well-being of men, and the number of children is a negative predictor of both dimensions of subjective well-being in women. Based on these results, we can conclude that a better understanding of the subjective well-being of men and women requires a more focused approach, which can be important in both research and psychotherapeutic work.
Transgenerational transmission of family values and beliefs in upbringing children is performed continuously from generation to generation. Family system of values is determined by emotional ...relationships, attitude towards the family goals, principles, distribution of authority, and the preferred method of parenting style. In this regard, we wanted to investigate whether there were significant positive correlations between the assessment of parenting style in the primary student's family and their beliefs about the competent parenting. We examined 584 students of the University of Nis. The survey used the following instruments: Index of family relations (IFR, author of Hudson 1982) and the Parenting Styles and Dimensions Questionnaire (PSDQ, Authors: Robinson, Mandleco, Olsen, & Hart, 2001). We also used vignettes which present parenting styles of father and mother: authoritarian, authoritative, permissive, inconsistent and uninvolved. The results showed that authoritarianism in the student's primary family contributed to their favourable assessment of those families where a parent manifest was authoritarian and indifferent parenting style and student's primary family was consistently less favourable in the assessment of corrective actions within the authoritative, permissive, and inconsistent parenting style. Coercion and Non-Reasoning as authoritarian style features contributed to a better assessment of indifferent parental style. The reference literature (Baumrind, 1966, 1991; Rohner, 2009; Teti, Candelaria, 2002), this parenting style is recognized as the most dysfunctional, because of its negative impact on the child development outcomes. This implies that influence of dysfunctional parenting is transferred transgenerationaly, which confirms the systemic approach to the family and its transgenerational analysis of patterns of functioning.
Self-concept and Teachers’ Professional Roles Zlatković, Blagica; Stojiljković, Snežana; Djigić, Gordana ...
Procedia, social and behavioral sciences,
12/2012, Volume:
69
Journal Article
Peer reviewed
Open access
This paper is concerned with the association of teachers’ self-assessment of the effectiveness in different teachers’ roles performing and their self-concept. The study was conducted on a sample of ...120 teachers who were given the Self-concept scales (Opačić, 1995) and the Inventory of teachers’ roles, designed for the purposes of this research. The results show that self- assessed effectiveness in all teachers’ roles is significantly correlated with global competence – dimension of self-concept that indicates subjective feeling of capability for any action and its successful performance. Other dimensions of self-concept are in correlation with self-evaluated success in some of investigated teachers’ roles.
The goal of the research was to investigate which sub dimensions of the authoritarian, authoritative and permissive educational style mostly contribute to the perception of family functioning as a ...whole, and especially perception of the communication in the family. Our research sample had 576 students University of Nis. The questionnaire of educational styles PSDQ (Robinson, C. C., Mandleco, B., Olsen, S. F., & Hart, C. H., 2001) and partially with questioner FACES IV (Olson D.H., Gorrall, M.D. and Tiesel W.J. 2005) was used and that relates to the communication in family and contentment with family as a whole. We got a statistically important negative correlation between authoritarianism of father and mother, as educational style and contentment with the family as a whole and the communication in it. We got a statistically positive correlation between the authoritativeness of mother and father as educational style and the contentment with the family as a whole and the communication in it.
ABSTRACT The research intended to establish a connection between complex posttraumatic stress disorder (C-PTSD) and the accepting/rejecting parenting of mothers, survivors of complex trauma. The goal ...was also to examine how protective factors, resilience, and perceived social support moderate the effect of C-PTSD on the mother’s rejecting parenting, as well as how parental traumas and their parenting predicts parenting of women survivors. The study results are based on a survey completed by 100 women at the age 19 – 64. The sample had two groups: mothers with C-PTSD and a control group without C-PSTD. The results indicate that complex trauma can predict mother’s parenting rejection. C-PTSD displays correlations with all five dimensions of the negative parenting styles (lackof affection/neglect/aggression/control/undifferentiated rejection). Resilience acted as a moderator between C-PTSD and rejecting parenting. Parental traumas and their rejecting parenting manifest in women’s parenting Key words: C-PTSD, trauma exposure, women, parenting,resilience
Differences in perfectionism in Serbian and Macedonian students Stojiljkovic, Snezana; Todorovic, Jelisaveta; Doskovic, Zvonimir ...
Zbornik Instituta za pedagoška istraživanja/Zbornik - Institut za pedagoška istraživanja,
01/2011, Volume:
43, Issue:
2
Journal Article
Open access
Perfectionism is defined as the pursuit of high achievement in some areas and
the tendency of people to seek perfection and be too self-critical. A
construct thus understood includes great ...preoccupation with mistakes, making
the person prone to constant reworking and embellishing of one?s work. This
may be the reason why the person constantly delays what should be done for
the last moment. The research is aimed at comparing the level and structure
of perfectionism in Serbian and Macedonian students. The sample consisted of
100 students, aged 19-22, studying psychology at the University of Nis and
Skopje. The Multidimensional Perfectionism Scale (FMPS, Frost et al., 1990)
was used to measure the following aspects of perfectionism: concern over
mistakes, personal standards, parental expectations, parental criticism,
doubts of action, and organization. Data analysis showed the higher level of
overall perfectionism in Macedonian than in Serbian students. Also,
Macedonian students scored higher on those dimensions which are considered as
dysfunctional perfectionism. An important finding is that, on the whole, the
positive aspects are more strongly expressed than the potentially negative
aspects of perfectionism. The research findings are discussed from the
standpoint of cultural specificity and differences. Further research should
include data on family and wider social context of growing youth.
Perfekcionizam se definise kao teznja ka visokom postignucu u nekoj oblasti i
sklonost osobe da od sebe trazi savrsenstvo i da bude previse samokriticna.
Ovako shvacen konstrukt ukljucuje preokupiranost greskama, zbog cega je osoba
sklona da stalno doradjuje i doteruje ono sto radi, sto moze biti razlog
neprestanog odlaganja obaveza. Cilj istrazivanja predstavlja ispitivanje
izrazenosti i strukture perfekcionizma kod srpskih i makedonskih studenata.
Uzorak je prigodnog karaktera, sastavljen od sto studenata psihologije (19-22
godine) iz Nisa i Skoplja. Primenjena je Multidimenzionalna skala
perfekcionizma Frosta i saradnika (FMPS), koja meri sledece aspekte: licni
standardi, zabrinutost zbog gresaka, sumnja u akciju, organizovanost,
roditeljska ocekivanja i roditeljski kriticizam. Analiza podataka ukazuje na
veci perfekcionizam makedonskih ispitanika: nadjene su statisticki znacajne
razlike u izrazenosti svih aspekata, osim u organizovanosti i redu. Takodje,
makedonski studenti imaju vise vrednosti na onim dimenzijama koje se smatraju
indikatorima disfunkcionalnog perfekcionizma. Vazan nalaz je podatak da su,
ukupno gledano, izrazeniji pozitivni od potencijalno negativnih aspekata
perfekcionizma. Nalazi se diskutuju sa stanovista kulturalnih specificnosti i
razlika. Naredna istrazivanja perfekcionizma treba da ukljuce podatke o
porodicnom i sirem drustvenom kontekstu odrastanja mladih.
PR Projekat Ministarstva nauke Republike Srbije, br. 179002D: Indikatori i modeli uskladjivanja porodicnih i poslovnih uloga
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