Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation

The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents' lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents' well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.Peer reviewe

A QUEST FOR THE ESSENCE IN THE (EXTRA) TEXTUAL STRUCTURES OF “IN THE COCOON OF THE CENTURY” BY VESNA MUNDISHEVSKA-VELJANOVSKA

This paper draws on a semiotic and semantic analysis of Vesna Mundishevska-Veljanovska’s poetry book “In the Cocoon of the Century” that is about to be published in Serbian language by the Center of Culture in Pozharevac, Serbia. The analysis sheds light on several semantic levels of specific lyric poems, as well as on several levels of abstract interpretation of meaning of the entire poetic endeavor. In addition, four elements come to the forefront: water, air, earth, and fire, which the poetess seems to have coded in her poetry spontaneously and unconsciously, by pointing to their synergy and interconnectedness in time and space, at both the physical and metaphysical level. The second part of the paper offers language analysis of the poetry code, i.e. the stylistic and versification features of the poems. Eventually, the paper concludes by highlighting the fact that the poetess’ code is original in terms of its manifestation, due to the presence of unexpected rhyme as well as sharp and rather shocking metaphors that penetrate reader’ consciousness, enabling their awakening and turning towards the really essential concepts

THE CHRONOTOPES IN BORCHE PANOV’S LYRICAL POEM TITLED “MICHELANGELO”

The aim of this research is to conduct a hermeneutic and aesthetic analysis of Borche Panov’s lyrical poem, titled “Michelangelo” (Panov, 2014). The hermeneutic analysis in this context has no theological backing and is not a sum of methodological procedures intended to unravel the unique and the only possible meaning of the text. On the contrary, the analysis is done in the light of the theories of Heidegger, Gadamer and Bakhtin. The analysis is, in fact, aimed at disclosing several likely interpretations of the poem from the perspective of the phenomenology of human existence, perceived through language, and directed towards elucidating the chronotope of the human being, i.e. the chronotope of the light. Given that the title and the content of the poem make an explicit reference to the famed Renaissance poet, Michelangelo, the aim is to determine the way in which that extra-textual connection is established, or in other words, to inspect how the language in the lyrical poem functions and makes the interpretation possible

Values of some strategies of teaching and learning in fine art education

AbstractMain question in this paper is choice of strategies, methods and principles of work in fine art education especially in classes for aesthetic evaluation. The theme is divided in theoretical, empiristic and methodical part. In first part shortly is represented the meaning of methodical formation of aesthetic evaluation in fine art education with help of choice of strategies, methods and principles of work. In second part is shown the methodology of research and in empiristic part is given the analyses of results from the research. Conclusions are showing the efectivity from choice of strategies, methods and principles of work in these classes