The aims of the study were to analyse the relationship between three styles used in social conflicts (cooperation, avoiding/adapting and winning) and some personality traits shared by future nursery ...school teachers, and to explore the possibility of predicting styles used in social conflicts on the basis of these traits. One hundred and seven students of Early and Preschool Education in Rijeka (M=23 years, 98% female students) completed a questionnaire that integrated the Scale of Attitudes Towards Behavioural Styles in Social Conflicts (Vlah, 2013), Trauma Symptoms Checklist (Šimić, Sesar, & Barišić, 2012), Social Support Appraisals Scale (Kurtović, 2013), Emotional Skills and Competence Questionnaire (Takšić, 2002), and Rosenberg Self-Esteem Scale (1979). Descriptive, correlation and regression analyses were used to analyse the data. All three styles used in social conflicts were correlated to other research variables. Older students and those more competent in perceiving and understanding emotions and those with higher self-esteem with regard to oneself are significantly more oriented towards the cooperation style. The avoiding/adapting style can be predicted on the basis of students' somatic symptoms, while trauma symptoms present in students predict the winning style.
El objetivo de este trabajo fue analizar la relación entre tres estilos utilizados en conflictos sociales (cooperación, evitación/adaptación y triumfo) y algunos rasgos de personalidad de los futuros profesores de la escuela de enfermería, tanto como explorar la posibilidad de predecir estilos usados en conflictos sociales basándose en estos rasgos. 107 estudiantes de Educación Preescolar en Rijeka (A=23 años, 98% de estudiantes femeninas) completaron el cuestionario que integraba la Escala de Actitudes hacia los Estilos de Conducta en Conflictos Sociales (Vlah, 2013), Lista de Control de Síntomas de Trauma (Šimić et al., 2012), Escala de Evaluación del Apoyo Social (Kurtović, 2013), Cuestionario de Habilidades y Competencias Emocionales (Takšić, 2002) y Escala de Autoestima de Rosenberg (1979). Se han utilizado análisis descriptivo, correlativo y regresivo para analizar los datos. Todos los tres estilos usados en los conflictos sociales se han relacionado con otras variables de la investigación. Estudiantes mayores, aquellos más competentes en percibir y entender las emociones y aquellos con autoestima más alta están mucho más orientados hacia el estilo cooperativo. El estilo de evitación/adaptación se puede predecir a base de síntomas somáticos presentes en los estudiantes, mientras que los síntomas de trauma predicen el estilo de triumfo.
Ciljevi su istraživanja bili analizirati odnos između triju obrazaca u socijalnim sukobima (suradnja, izbjegavanje/prilagodba i pobjeđivanje) i nekih karakteristika osobnosti budućih odgajatelja, te mogućnost predviđanja obrazaca u socijalnim sukobima na temelju tih karakteristika. Studenti su ranoga i predškolskoga odgoja i obrazovanja Učiteljskoga fakulteta Sveučilišta u Rijeci (N=107, M=23 godine, 98% žene) ispunjavali upitnik u kojem su integrirane: Skala stavova prema obrascima ponašanja u socijalnim sukobima (Vlah, 2013), Skala traumatskih simptoma (Šimić, Sesar i Barišić, 2012), Skala procjene socijalne podrške (Kurtović, 2013), Upitnik emocionalnih vještina i kompetentnosti (Takšić, 2002) i Rosenbergova skala samopoštovanja (1979). Podaci su obrađeni deskriptivnom, korelacijskim i regresijskim analizama. Sva su tri obrasca u socijalnim sukobima povezana s ostalim istraživačkim varijablama. Stariji studenti i oni koji su kompetentniji u uočavanju i razumijevanju emocija te oni koji imaju veće samopoštovanje značajno su više usmjereni prema korištenju obrasca suradnje. Obrazac izbjegavanja/prilagodbe može se predvidjeti na temelju prisutnih somatskih simptoma kod studenata, a obrazac pobjeđivanja prisutnim traumatskim simptomima.
The aim of the research is to examine the characteristics of students and teachers in predicting positive and assertive disciplinary procedures in inclusive elementary school classes in Croatia. The ...study was conducted with teachers from 125 elementary schools in Croatia (N = 539), who assessed themselves and their students, with at least 7 out of 9 symptoms of inattention. Teachers assessed their relationship with each student and gave assessments on the Vanderbilt ADHD Teacher Rating Scale (hyperactivity-impulsivity, antisocial and emotional problems), and the Scale of Misbehavior Management Strategy (positive and assertive disciplinary procedures). Rewards, praise, and positive reinforcement are more often applied by teachers to students with more pronounced symptoms of antisociality and poorer academic performance when they assess that they have a positive interpersonal relationship with these students. For sanctions and negative consequences to be applied to students, it was only important that the students showed more symptoms of antisociality. Quality inclusive work through the application of positive disciplinary measures requires knowledge of the developmental characteristics of students and investment in a positive interpersonal relationship with them.
The aim of the research is to examine the characteristics of students and teachers in predicting positive and assertive disciplinary procedures in inclusive elementary school classes in Croatia. The ...study was conducted with teachers from 125 elementary schools in Croatia (N = 539), who assessed themselves and their students, with at least 7 out of 9 symptoms of inattention. Teachers assessed their relationship with each student and gave assessments on the Vanderbilt ADHD Teacher Rating Scale (hyperactivity-impulsivity, antisocial and emotional problems), and the Scale of Misbehavior Management Strategy (positive and assertive disciplinary procedures). Rewards, praise, and positive reinforcement are more often applied by teachers to students with more pronounced symptoms of antisociality and poorer academic performance when they assess that they have a positive interpersonal relationship with these students. For sanctions and negative consequences to be applied to students, it was only important that the students showed more symptoms of antisociality. Quality inclusive work through the application of positive disciplinary measures requires knowledge of the developmental characteristics of students and investment in a positive interpersonal relationship with them.
The overall aim of this paper is to investigate, describe, and compare the understanding of the concept of risk behaviors in preschool-aged children from two perspectives (preschool teachers’ and ...expert associates’ perspectives). The paper presents the results of a qualitative analysis of focus groups with preschool teachers and expert associates from 31 kindergartens in Rijeka who provided a description and interpretation of their understanding of the concept of risk behaviors in children with whom they worked or are currently working. For the analysis of the focus group transcript, we applied a thematic analysis according to Clarke and Braun (2013), which isolated two topics: “phenomenology and criteria for assessing risk behaviors” and “etiological factors.” Among the described phenomena and assessment criteria, preschool teachers and expert associates provided similar responses: forms/types of risk behaviors as well as general and specific criteria for assessing risk behaviors. Among the etiologic factors, they notice factors in all ecological areas and the child himself. The results showed a relative alignment of the two perspectives, while certain specifics in both topics can be recognized between preschool teachers and professionals, which is likely due to the differences in their initial education. The contribution of the work is in considering risky behaviors of kindergarten children and their perception by the professionals who work with them and, in practical terms, in the implication of joint team and coordinated action and individual approach to each child and family in the prevention and intervention of behavioral problems. Key words: child; early and preschool age; emotional-behavioral problems EBD; kindergarten; risk behaviors
Cilj rada je kroz izjave trenera capoeire dobiti uvid u njihovu perspektivu o tome kako djeca i mladi prihvaćaju capoeiru, kakav učinak ima na razvoj djece i mladih te koje preporuke imaju za pristup ...budućem radu. Provedeno je kvalitativno istraživanje intervjuiranjem devet trenera u Hrvatskoj, a dobiveni podaci obrađeni su tematskom analizom podataka. Rezultati istraživanja pokazali su da djeca i mladi generalno dobro prihvaćaju capoeiru. Dobrobiti capoeire su: osjećaj prihvaćenosti i pripadanja, učenju tolerancije prema različitostima, unapređenje socijalnih vještina, samopoštovanje i samopouzdanje, fleksibilnost prema individualnim potrebama djece, nenatjecateljsko i suradničko okruženje, fizički razvoj, prilika za socijalizaciju i resocijalizaciju, otvorenost prema različitim kulturama te razvijanje muzikalnosti. Izazovi i mogućnosti unapređenja vođenja djece i mladih putem capoeire su uvažavanje i integriranje u rad individualnosti djece, razumijevanje stvarne djetetove razvojne potrebe, korištenje vlastite kreativnosti u radu, samonadziranje, edukacija, samorazvoj, odnosno ulaganje u profesionalni i osobni razvoj trenera.
This study aims to analyze and compare teaching practices in an inclusive setting. The study focuses on teachers’ self-evaluated teaching practices with students with seven or more predominantly ...inattentive symptoms associated with ADHD, depending on their beliefs about the values of inclusive education and some demographic factors. The results are situated in the context of current literature on inclusive education practices, teacher attitudes towards students with predominantly inattentive symptoms associated with ADHD and teaching practices/classroom strategies for work with them. The questionnaire was administered to 660 teachers from 13 Croatian counties. The participating teachers were asked to complete a standardized questionnaire, including a demographic questionnaire and two scales: Teaching practices self-evaluation scale – TPSE (Vlah & Grbić, 2017) and Teachers’ beliefs about the values of inclusive education scale – TBIES (Skočić Mihić, Gabrić & Bošković, 2016). In an attempt to answer the research question on the relation between teachers’ self-reported teaching practices used in work with students with some inattentive symptoms associated with ADHD, place of residence, and school size, classroom versus subject teaching, teacher education level, work experience and beliefs about the values of inclusive education, we used both a correlation and a hierarchical regression analysis. The results indicated a correlation between teachers’ self-evaluated teaching practices described by three indices (student praise and supportive communication; adjustments to assessment for students; and comprehensive approach to inclusion of students with special needs), teacher education level, and classroom/subject teaching, which also related to teachers’ value of inclusive education. Next, we explored the relationships among the investigated variables in more detail using a hierarchical regression analysis in which different indices of teachers’ self-evaluated teaching practices served as the criterion. In the proposed model inclusive beliefs were revealed as significant predictors of teaching practices. These results extend previous research. Implications for teacher education are discussed and suggestions are made for future research.
The primary aim of the paper was to investigate the relationship between family attachment, communication and family religiosity on the one hand, and risky behaviors, on the other hand, which are ...grouped into three categories: apathy and absentmindedness, truancy and the consumption of psychoactive substances, and finally aggressive behavior.
Two hypotheses were formulated, according to which there is a negative correlation between family attachment and communication and risky behavior, i.e. the students who report higher levels of family attachment and communication exhibit fewer risky behaviors. Furthermore, the second hypothesis suggested that there is also a negative correlation between family religiosity and risky behavior, i.e. the students who report higher levels of family religiosity display fewer risky behaviors.
The participants were the students of the high school “Mate Blažina” in Labin (N = 202). The results were obtained by descriptive statistics and Spearman correlation.
The research findings indicated that, while there is no correlation between family attachment and communication and risky behaviors (apathy, absentmindedness, truancy and the consumption of psychoactive substances), the correlation between family attachment and communication and aggressiveness, as a form of risky behavior, is low and negative. The second hypothesis was partially confirmed, since a negative and moderate correlation was found between family religiosity and apathy and absentmindedness as risky behaviors; no correlation was observed between family religiosity and truancy and the consumption of psychoactive substances as risky behaviors; while a positive and low correlation was established between family religiosity and aggressive behavior.
Opći cilj ovog rada je istražiti, opisati i usporediti razumijevanje pojma rizičnih ponašanja djece predškolske dobi iz dvije perspektive (odgajatelja i stručnih suradnika). U radu su predstavljeni ...rezultati kvalitativne analize fokus grupa s odgajateljima i stručnim suradnicima iz Dječjeg vrtića Rijeka koji donose opis i interpretaciju njihovog razumijevanja pojma rizičnih ponašanja djece s kojom su radili ili trenutno rade. Tematskom analizom izolirane su dvije teme: »fenomenologija i kriteriji procjene rizičnih ponašanja« i »etiološki čimbenici«. Među opisanim fenomenima i kriterijima procjene su i odgajatelji i stručni suradnici navodili vrlo slično: oblike/vrste rizičnih ponašanja te opće kao i specifične kriterije za procjenu rizičnih ponašanja. Među etiološkim čimbenicima uočavaju čimbenike na individualnoj razini djeteta i u svim ekološkim područjima. Rezultati su pokazali relativnu usklađenost dviju perspektiva dok se određene specifičnosti u obje teme mogu prepoznati između odgajatelja i stručnjaka što vjerojatno proizlazi iz razlika u temeljnoj edukaciji. Doprinos rada je u promišljanju rizičnih ponašanja djece vrtićke dobi i viđenju istih od strane profesionalaca koji s njima rade te, u praktičnom pogledu, u implikaciji zajedničkog timskog i usklađenog djelovanja i individualnog pristupa svakom pojedinom djetetu i djetetovoj obitelji u prevenciji i intervenciji problema u ponašanju.
This study aims to analyze and compare teaching practices in an inclusive setting. The study focuses on teachers’ self-evaluated teaching practices with students with seven or more predominantly ...inattentive symptoms associated with ADHD, depending on their beliefs about the values of inclusive education and some demographic factors. The results are situated in the context of current literature on inclusive education practices, teacher attitudes towards students with predominantly inattentive symptoms associated with ADHD and teaching practices/classroom strategies for work with them. The questionnaire was administered to 660 teachers from 13 Croatian counties. The participating teachers were asked to complete a standardized questionnaire, including a demographic questionnaire and two scales: Teaching practices self-evaluation scale – TPSE (Vlah & Grbić, 2017) and Teachers’ beliefs about the values of inclusive education scale – TBIES (Skočić Mihić, Gabrić & Bošković, 2016). In an attempt to answer the research question on the relation between teachers’ self-reported teaching practices used in work with students with some inattentive symptoms associated with ADHD, place of residence, and school size, classroom versus subject teaching, teacher education level, work experience and beliefs about the values of inclusive education, we used both a correlation and a hierarchical regression analysis. The results indicated a correlation between teachers’ self-evaluated teaching practices described by three indices (student praise and supportive communication; adjustments to assessment for students; and comprehensive approach to inclusion of students with special needs), teacher education level, and classroom/subject teaching, which also related to teachers’ value of inclusive education. Next, we explored the relationships among the investigated variables in more detail using a hierarchical regression analysis in which different indices of teachers’ self-evaluated teaching practices served as the criterion. In the proposed model inclusive beliefs were revealed as significant predictors of teaching practices. These results extend previous research. Implications for teacher education are discussed and suggestions are made for future research.
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