Iskustva samoregulacije učenja u nastavi na daljinu

Abstract The aim of the research was to examine the experiences of learning self-regulation and the attitude towards distance learning of the students in the upper grades of elementary schools and in high schools. The research included 1463 students from eight counties throughout the Republic of Croatia. The data were collected by using the Sociodemographic Data Questionnaire, the Scale of Attitudes about Distance Education and the Scale of Components of Self-Regulated Learning. The results showed the students’ moderately negative attitude towards distance learning, the moderately to highly explicit components of proactive self-regulation, the slightly lower components of defensive self-regulation, and very good school success. Differences in the attitude towards distance learning, the components of learning self-regulation and school success were determined with regard to the type of school, the student gender and place of residence. The learning of elementary school students in distance education is more self-regulated than the one in traditional classes. It was also determined that the components of learning self-regulation and the time spent in classes were the significant predictors of school success in distance learning.Key words: distance learning; self-regulation of learning; attitudes towards distance learning---Sažetak Cilj istraživanja bio je ispitati iskustva samoregulacije učenja i stav prema nastavi na daljinu učenika viših razreda osnovne i učenika srednje škole. U istraživanju je sudjelovalo 1463 učenika iz osam županija s područja Republike Hrvatske. PodaTci su prikupljeni pomoću: Upitnika sociodemografskih podataka, Skale stavova o nastavi na daljinu i Skale komponenti samoreguliranoga učenja. Rezultati su pokazali da učenici imaju umjereno negativan stav prema nastavi na daljinu, umjereno do visoko izražene komponente proaktivne samoregulacije, nešto niže komponente obrambene samoregulacije i vrlo dobar uspjeh. Utvrđene su razlike u stavu prema nastavi na daljinu, komponentama samoregulacije učenja i školskom uspjehu s obzirom na vrstu škole, spol i mjesto življenja učenika. Učenje učenika osnovne škole u nastavi na daljinu više je samoregulirano nego učenje učenika u klasičnoj nastavi. Također je utvrđeno da su komponente samoregulacije učenja i vrijeme provedeno u nastavi značajni prediktori školskoga uspjeha u nastavi na daljinu. Ključne riječi: nastava na daljinu; samoregulacija učenja; stavovi prema nastavi na daljinu Cilj istraživanja bio je ispitati iskustva samoregulacije učenja i stav prema nastavi na daljinu učenika viših razreda osnovne i učenika srednje škole. U istraživanju je sudjelovalo 1463 učenika iz osam županija s područja Republike Hrvatske. PodaTci su prikupljeni pomoću: Upitnika sociodemografskih podataka, Skale stavova o nastavi na daljinu i Skale komponenti samoreguliranoga učenja. Rezultati su pokazali da učenici imaju umjereno negativan stav prema nastavi na daljinu, umjereno do visoko izražene komponente proaktivne samoregulacije, nešto niže komponente obrambene samoregulacije i vrlo dobar uspjeh. Utvrđene su razlike u stavu prema nastavi na daljinu, komponentama samoregulacije učenja i školskom uspjehu s obzirom na vrstu škole, spol i mjesto življenja učenika. Učenje učenika osnovne škole u nastavi na daljinu više je samoregulirano nego učenje učenika u klasičnoj nastavi. Također je utvrđeno da su komponente samoregulacije učenja i vrijeme provedeno u nastavi značajni prediktori školskoga uspjeha u nastavi na daljinu

Iskustva i prediktori stresa kod odgojitelja i nastavnika tijekom COVID-19 pandemije

The aim of this study was to examine the experiences of stress among among preschool and school teachers during teachers during the COVID-19 pandemic, as well as to examine the predictive value of teachers’ individual characteristics, causes of stress, coping strategies and social support, for the way in which they experience stress, job burnout and for what they hope for regarding the future. The online questionnaire was applied on sample of 491 school teachers and 316 preschool teachers. The results showed that both school and preschool teachers experienced the highest level of stress during the first wave of the COVID-19 pandemic, and that the level of stress experienced during the pandemic was higher than before the pandemic. Preschool teachers perceived common causes of stress more intensly than some specific causes related to the COVID-19 pandemic, while the opposite was true for teachers. Individual characteristics of preschool and school teachers, causes of stress, coping strategies and social support prove to be related to the levels of stress, job burnout and hope for the future, but the predictive values (i.e., significant predictors), differ depending on the criterion and the group of respondents. The results indicate a positive contribution of self-efficacy, coping strategies and social support to the experience of stress among preschool teachers and teachers alike during the COVID-19 pandemic.Cilj istraživanja bio je ispitati iskustva stresa kod odgojitelja i nastavnika tijekom COVID-19 pandemije te ispitati prediktivnu vrijednost nekih osobnih obilježja odgojitelja/nastavnika, izvora stresa, strategija suočavanja i socijalne podrške u objašnjenju doživljaja stresa, sagorijevanja na poslu i nade u budućnost. Online upitnik primijenjen je na uzorcima od 491 nastavnika i 316 odgojitelja. Rezultati su pokazali da su odgojitelji i nastavnici najvišu razinu stresa doživljavali tijekom prvog vala pandemije korona virusa te da je razina doživljenog stresa tijekom pandemije veća nego prije pandemije. Odgojitelji uobičajene izvore stresa doživljavaju snažnijim nego specifične izvore stresa vezane za pandemiju korona virusa, dok je kod nastavnika obrnuto. Osobna obilježja odgojitelja/nastavnika, izvori stresa, strategije suočavanja i socijalna podrška povezani su s razinom stresa i sagorijevanjem na poslu te nadom u budućnost, ali se prediktivna vrijednost odnosno značajni prediktori razlikuju ovisno o kriteriju i skupini ispitanika. Rezultati ukazuju na pozitivan doprinos samoefikasnosti, strategija suočavanja i socijalne podrške u doživljaju stresa kod odgojitelja i nastavnika tijekom pandemije korona virusa

PREDICTIVE VALUE OF SOME ABILITY TESTS, PERSONALITY QUESTIONNAIRES AND OVERALL SUCCESS AT PRIMARY SCHOOL FOR THE SUCCESS AT FIRST GRADE OF HIGH SCHOOL

SAŽETAK U selekcijskom postupku kakav je upis u srednju školu, individualne karakteristike učenika, poput inteligencije i osobina ličnosti, te uspjeh u ranijem školovanju, mogu pomoći u predviđanju budućeg akademskog uspjeha. Stoga se u ovom istraživanju željelo provjeriti prediktivnu vrijednost testova inteligencije i upitnika ličnosti korištenih u selekcijskom postupku za upis u Zadarsku privatnu gimnaziju, kao i školskog uspjeha u osnovnoj školi za uspjeh u prvom razredu gimnazije. Iako postoji određena povezanost između rezultata na različitim testovima inteligencije i upitnicima ličnosti sa školskim uspjehom i drugim oblicima ponašanja u školi (poput izostajanja s nastave), Test smisla riječi iz B-serije, opći uspjeh u 7. razredu, te ukupan broj izostanaka u 8. razredu osnovne škole imaju značajnu ulogu u objašnjenju školskog uspjeha u prvom razredu gimnazije.In a selective process, such as secondary school enrollment, individual characteristics of students, like intelligence, personality and success in previous schooling, can contribute to predicting their future academic success. Therefore, the purpose of this research was to determine the predictive value of intelligence test and personality questionnaires used in selecting the students at Zadar Private High School, and the overall success at primary school for the success at first grade of high school. Although there is a certain connection between the results of intelligence tests and personality questionnaires with success at school and other types of school behavior (like skipping classes), B-series Word Sense Test, general success at the seventh grade and total number of absences in the eight grade have a significant part in explaining the school success at first grade of high school

The contribution of student temperament and teacher interpersonal behavior in explaining student self-esteem and school success

Cilj je istraživanja bio ispitati doprinos temperamenta učenika i interpersonalnoga ponašanja nastavnika u objašnjenju samopoštovanja i školskoga uspjeha učenika. U istraživanju je sudjelovalo 189 učenika 7. i 8. razreda osnovne škole, prosječne dobi trinaest i pol godina. Rezultati pokazuju da su temperament i nastavnička interpersonalna ponašanja povezani sa samopoštovanjem i školskim uspjehom. Samostalni doprinos temperamenta učenika u objašnjenju samopoštovanja (36%) i školskoga uspjeha (20%) veći je nego doprinos ponašanja nastavnika (5% i 8%), što znači da su dimenzije temperamenta kao karakteristike učenika snažniji prediktori samopoštovanja i školskoga uspjeha. Rezultati su pokazali da učenici s višom razinom samokontrole imaju više samopoštovanje, bolji opći školski uspjeh i interakciju s nastavnikom procjenjuju pozitivnije. U skladu s očekivanjima, različita ponašanja nastavnika prediktori su samopoštovanja i školskoga uspjeha u učenika različite razine samokontrole. Rezultati ukazuju na važnu ulogu učeničkoga temperamenta, ali i nastavničkih interpersonalnih ponašanja u objašnjenju samopoštovanja i školskoga uspjeha učenika.The aim of this research was to examine the contribution of students’ temperament and teacher-student interpersonal behavior in the explanation of self-esteem and academic achievement of students. The research included 189 students of the 7th and 8th grades of primary school, with the average age of thirteen in a half years. The results show that the temperament and teacher’s interpersonal behaviors are associated with self-esteem and academic achievement. The independent contribution of students’ temperament in explaining self esteem (36%) and academic achievement (20%) is higher than the contribution of teacher’s interpersonal behaviors (5% and 8%), which means that the dimensions of temperament, as well as the characteristics of students are better predictors of self-esteem and academic achievement. The results showed that students with higher levels of self-control have higher self-esteem, better general academic achievement, and more positive assessments of teacher interactions. As expected, different behaviors of teachers are predictors of self-esteem and academic achievement in students of different levels of self-control. The results indicate the important role of students’ temperament and teachers’ interpersonal behaviors in explaining the self-esteem and academic achievement of students

Correlates of Media Use in Preschool Children

Cilj istraživanja bio je ispitati povezanost između količine vremena provedenog u korištenju medija djece predškolske dobi i nekih osobnih i okolinskih čimbenika. U istraživanju je sudjelovalo 391 dijete u dobi od 5 do 7 godina. Roditelji su procijenili korištenje medija, temperament i regulaciju emocija kod djece, roditeljska ponašanja prema djetetu i roditeljsku kompetentnost. Odgojiteljice su procijenile socioemocionalnu dobrobit i otpornost djece, a procjene o samopoimanju prikupile su kroz intervjue s djecom. Dobiveni rezultati pokazuju da je količina vremena koju djeca predškolske dobi provode u korištenju medija slabo, ali statistički značajno povezana s osobnim i okolinskim čimbenicima. Spol djeteta, negativan afekt, regulacija emocija, obrazovanje roditelja, popustljivost, informatička pismenost i stav prema dječjem korištenju medija povezani su s djetetovim ukupnim vremenom provedenim u korištenju medija. Korelati vremena provedenog u korištenju medija razlikuju se i ovise o vrsti medija. Rezultati istraživanja ukazuju na potrebu daljnjeg istraživanja uloge medija između varijabli antecedenti i razvojnih ishoda.The aim of the study was to examine the relationship between the amount of time spent using media in preschool children and some personal and environmental factors. The study involved 391 children, aged 5 to 7 years. Parents assessed media use, temperament and emotion regulation in children, parental behaviors toward the child and parental competence. Kindergarten teachers assessed children’s socio-emotional well-being and resilience, and collected assessments of self-concept through interviews with children. The obtained results show that the amount of time that preschool children spend in the use of media is weakly but statistically significantly related to personal and environmental factors. Child gender, negative affect, emotion regulation, parental education, permissiveness, computer literacy and attitudes toward children’s media use are related to the total time spent in media use. The correlates of time spent in media use vary depending on the type of media. The results of this research indicate the need for further research on the role of the media between the antecedent variables and developmental outcomes

Tragen die Persönlichkeitsmerkmale von Lehrern zur Art ihrer Interaktion mit Schülern bei?

Neke osobne karakteristike nastavnika i ponašanja nastavnika povezani su s učeničkim uspjehom. Transakcijski model procesa poučavanje – učenje (Huitt, 1995.) pretpostavlja da osobne karakteristike nastavnika utječu na uspjeh u učenju, i to ponašanjem samoga nastavnika. Stoga je cilj ovog istraživanja bio provjeriti prediktivnu vrijednost nekih osobnih karakteristika nastavnika za njegova ponašanja, odnosno za komponente interakcije nastavnik – učenik. Nastavnici stranih jezika u srednjim školama ispunili su nekoliko skala i upitnika ličnosti te na Skali interakcije učenik – nastavnik (Šimić Šašić, 2008.) i Upitniku podrške nasuprot izazovu u razrednoj interakciji (Mariani, 1997.) procijenili kakvu vrstu interakcije ostvaruju sa svojim učenicima. Pokazalo se da individualne karakteristike nastavnika pridonose objašnjenju pojedinih komponenti interakcije nastavnik – učenik, i to: samoefikasnost u angažiranju učenika objašnjava strategije aktivnoga poučavanja i visoku podršku / visoki izazov, samoefikasnost u strategijama poučavanja visoka očekivanja od učenika. Spol nastavnika, dob i perfekcionizam objašnjavaju autoritaran stil rukovođenja; zadovoljstvo poslom, samoefikasnost u angažiranju učenika i perfekcionizam pridonose objašnjenju negativnoga nastavničkog stava prema poučavanju, dok samo perfekcionizam pridonosi objašnjenju niske podrške i niskog izazova.Some personal characteristics of teachers and teacher behaviors are associated with student achievement. The transactional model of the teaching–learning process (Huitt, 1995) assumed that personal characteristics of teachers affect the success of learning indirectly through teachers\u27 behavior. The aim of this research was to investigate the predictive value of some individual teachers\u27 characteristics for different behaviors of teachers, i.e. for different components of interaction that a teacher has with his/her students in the teaching–learning process. Foreign language teachers in secondary schools filled several scales and personality tests and evaluated what kind of interaction they have with their students by using the Scale teacher–student interaction (Šimić Šašić, 2008) and Support vs challenge in classroom interaction questionnaire (Mariani, 1997). The results show that individual characteristics of the teachers contribute to explaining some components of the teacher–student interaction, specifically: self-efficacy in student engagement explains the strategy of active teaching and the high support / high challenge, self-efficacy in strategies of teaching explains the high expectation of the student. The teacher\u27s gender, age and perfectionism explain the authoritarian management style, job satisfaction, self- -efficacy in student engagement and perfectionism contribute to the explanation of the teacher\u27s negative attitude towards teaching, while only perfectionism contributes to explaining the low support and low challenge.Bestimmte Persönlichkeits- und Verhaltensmerkmale von Lehrern stehen nachweislich in Bezug zum Lernerfolg ihrer Schüler. Das Transaktionsmodell des Lehr- und Lernprozesses nach Huitt (1995) geht davon aus, dass die Persönlichkeitsmerkmale des Lehrers, die dieser mit seinem Auftreten vermittelt, Einfluss nehmen auf die schulischen Leistungen der Lernenden. Mit der vorliegenden Untersuchung soll der prädiktive Wert einiger Persönlichkeitsmerkmale von Lehrern im Hinblick auf unterschiedliche Verhaltensformen bzw. unterschiedliche Komponenten der Interaktion zwischen Lehrern und Schülern untersucht werden. An der Untersuchung nahmen Fremdsprachenlehrer mehrerer kroatischer Mittelschulen teil.Zum Einsatz kamen folgende Fragebogen: Fragebogen zur Ermittlung der Persönlichkeitsmerkmale, Skala zur Interaktion Schüller–Lehrer (Šimić Šašić, 2008) sowie ein Fragebogen zum Aufgreifen von Herausforderungen innerhalb der Klasseninteraktion (Mariani, 1997). Die befragten Lehrer sollten auf diese Weise Aussagen über die Art ihrer Interaktion mit den Schülern machen. Es zeigte sich, dass die individuellen Merkmale des Lehrers dazu beitragen, einzelne Komponenten im Lehrer- Schüler-Verhältnis zu erklären: Dass der Lehrer dank seiner Selbsteffizienz das Engagement der Schüler zu entfachen vermag, geht zurück auf seine Strategie aktiven Unterrichtens und seine große Einsatzbereitschaft, was für die Klasse eine Herausforderung darstellt; seine Selbsteffizienz bei der Anwendung von Unterrichtsstrategien erklären die hohen Erwartungen, die an die Schüler gestellt werden. Geschlecht, Alter und Perfektionismus erklären einen autoritären Führungsstil; (Un-)Zufriedenheit mit dem Beruf, Selbsteffizienz beim Entfachen des Schülerinteresses sowie Perfektionismus erklären, woher negative Einstellungen zum Unterrichten kommen; Perfektionismus allein wiederum erklärt, warum der Widerhall in der Klasse gering ist und der Unterricht nicht als Herausforderung wahrgenommen wird

Schwindeln und Mogeln an Mittelschulen in Kroatien und Bosnien und Herzegowina

Fenomen varanja u školama u Hrvatskoj sveprisutan je, ali se o njemu malo govori, a još manje istražuje. Cilj ovoga istraživanja bio je utvrditi prevalenciju i prihvatljivost varanja, razloge zbog kojih se varanje javlja te postojanje eventualnih razlika u varanju s obzirom na državu u kojoj učenici žive i stav o prihvatljivosti varanja. Ispitivanje je provedeno na uzorku od 390 učenika srednjih škola u Republici Hrvatskoj (Zadar) i 353 učenika srednjih škola u Bosni i Hercegovini (Žepče). Učenici su tijekom jednoga školskog sata popunili Upitnik sociodemografskih obilježja, Skalu varanja, Skalu razloga varanja i Upitnik percepcije socijalne nepravde. Rezultati su pokazali da je varanje u srednjim školama visoko zastupljeno i u Hrvatskoj i u Bosni i Hercegovini. Razlozi zbog kojih se varanje javlja dijele se u dvije skupine: internalni i eksternalni. Učenici u Republici Hrvatskoj skloniji su varanju u školi i varanje im je prihvatljivije nego učenicima u Bosni i Hercegovini. Oni učenici kojima je varanje prihvatljivije više varaju (u obje države), što je u skladu s Turielovim modelom moralnosti koji pretpostavlja da učenici na varanje ne gledaju kao na problem moralnosti, nego kao na jednostavno kršenje društvenih normi.School cheating in Croatia is a widespread phenomenon, but it is little spoken of, and even less investigated. The aim of this research was to determine the prevalence and acceptability of cheating, reasons why it occurs, the existence of possible differences in cheating considering the states where the students come from and the attitude toward the acceptability of cheating. The research was conducted on a sample of 390 students of high schools in the Republic of Croatia (in Zadar) and 353 students of high schools in Bosnia and Herzegovina (in Žepče). During one school hour students completed The Demographic Data Questionnaire, Scale of Cheating, Scale of Reasons for Cheating and The Social Injustice Questionnaire. The results showed that high school cheating is very frequent both in Croatia and in Bosnia and Herzegovina. The reasons for cheating can be divided into two groups: internal and external. The students in the Republic of Croatia tend to cheat more, and cheating is more acceptable to them than to the students in Bosnia and Herzegovina. The students who approve of cheating are more susceptible to cheating (in both states), which is in accordance with Turiel\u27s model of morality which supposes that students do not perceive cheating as a problem of morality, but rather as a simple disobedience of social norms.Schwindeln und Mogeln ist an kroatischen Schulen gang und gäbe, wird jedoch kaum thematisiert, geschweige denn erforscht. Die Verfasserinnen haben es sich zum Ziel gemacht, Prävalenz und Akzeptanz der Mogeleien zu erforschen, ferner die zugrunde liegenden Ursachen, eventuelle landesspezifische Unterschiede und die Einstellung zur Akzeptanz von Mogelmanövern. An der Untersuchung nahmen 390 Schüler aus verschiedenen Mittelschulen* in Kroatien (Zadar) und 353 Mittelschüler aus Bosnien und Herzegowina (Žepče) teil. Die Probanden wurden gebeten, während einer Schulstunde verschiedene Fragebogen auszufüllen, so einen Fragebogen zur Ermittlung soziodemografischer Merkmale, ferner eine Skala zur Einschätzung von Schwindeln und Mogeln, eine Skala zur Benennung von Gründen sowie einen Fragebogen zur Ermittlung der Wahrnehmung von sozialer Ungerechtigkeit. Die Untersuchungsergebnisse zeigen, dass Schwindeln und Mogeln unter den Mittelschülern sowohl Kroatiens als auch Bosniens und Herzegowinas weit verbreitet sind. Die angeführten Gründe teilen sich in zwei Gruppen: interne und externe Gründe. Kroatische Mittelschüler zeigen eine stärkere Neigung zu Mogelmanövern als ihre bosnischherzegowinischen Kollegen, auch finden sie sie in höherem Maße akzeptabel. Schüler mit erhöhter Toleranz gegenüber Mogeln und Schwindeln praktizieren dies auch mehr (in beiden Ländern). Dies bestätigt das Moralitätsmodell nach Turiel, das von der Hypothese ausgeht, dass Schüler Mogeln und Schwindeln nicht als Moralitätsproblem betrachten, sondern einfach als Verstoß gegen gesellschaftliche Normen