Analysis of Learning Environment Factors Based on Maslow’s Hierarchy of Needs

This paper provides a new analysis of some learning environment factors from the point of view of one of the most established motivational models, i.e. Maslow’s hierarchy of needs. For a teacher, this model can represent a meaningful tool for the analysis of the potential factors of pupils’ inadequate school adjustment. Some psychological constructs that can be conceptualized as learning environment factors are presented at specific levels of needs. As regards the level of physiological needs, this paper provides an overview of research studies on ergonomic factors of learning environment. As for safety needs, the paper outlines the concepts of classroom management and peer-to-peer violence, and presents some main research findings in both fields. The analysis regarding the level of love and belonging includes aspects of positive classroom climate and the concept of pupils’ social acceptance. Contemporary findings about the development of pupil’s academic self-concept are presented within the self-esteem and achievements needs. Flow is considered to be one of key factors that help teacher satisfy the self-actualization needs and stimulate pupils’ personal development. On the basis of this analysis, some implications and recommendations are given to help teachers efficiently encourage an integrated approach to pupil development

Pupils’ reading motivation and teacher’s activities for enhancing it

Numerous studies report the decrease of reading motivation in higher grades of elementary school, which can be considered as a big problem. Therefore, in our study we examined (1) what kind of activities teacher can use to maintain pupils’ reading motivation and if and to what degree teachers’ beliefs about the importance of reading and reading goals relate to their activities in the classroom and (2) what is the relationship between reading motivation, reading behaviour and reading achievements. 1178 seventh grade pupils and 67 Slovene teachers from 24 elementary school participated in the present study. The results show that teachers who highly value reading and find reading goals important read to their pupils, teach them how to use different reading strategies and use various reading materials more frequently. Such teacher’s behaviours have implications for pupils’ reading motivation. Activities that have the strongest effect on pupils’ extrinsic and intrinsic motivation and their competence are teacher’s teaching of reading strategies and frequency of reading in the classroom. Pupils who are more motivated for reading read more and more frequent and have better reading (academic) achievements

Personality, Motivational Factors And Difficulties In Career Decision-Making In Secondary School Students

The purpose of the study was to examine the differences in personality, motivational factors and career decision-making difficulties between career decided and undecided students. The predictive value of some personality and motivational variables for secondary school students’ career decision-making difficulties was also investigated. 641 students of the fourth class of grammar school participated in the study. The results show that there are differences between career decided and undecided students in most of the personality variables. Career decided students make their decisions more self-confidently, are less panic-stricken and avoid decision-making less compared to undecided students. They are higher in extraversion, conscientiousness, openness and emotional stability, are more competent and report having more self-control and fewer career decision-making difficulties. The most important predictors of students’ career decision-making difficulties are: a less panic-stricken and impulsive decision-making style, extraversion, emotional stability and competence in self-regulation

Celostni svetovalni pristop za odrasle v izobraževanju

Adults that decide to study part time face a big challenge in adjusting their work and family obligations with their study commitments. The researchers report that taking responsibility for the integration of the study in their social context is the crucial factor of the successful adaptation to the new student role. In coping with this, adult students often need help in the form of counselling. In this article we present the model of the holistic counselling at the College of Business Doba Maribor that includes counselling for effective learning, psychological, career, and financial counselling. The counselling activities that we offer to our students support them in coping with the main life areas and are aimed to increase students’ well-being and achievement.Ponovna vključitev v študijski proces zahteva od odraslih, ki so vključeni v izredni študij,  spretno usklajevanje študijskih obveznosti z delovnimi in družinskimi obveznostmi. Raziskovalci ugotavljajo, da je ključni dejavnik uspešnega prilagajanja na novo vlogo študenta prevzemanje odgovornosti za integriranje študija v svoje socialno okolje. Pri tem pa odrasli v procesu izobraževanja pogosto potrebujejo pomoč v obliki svetovanja. V prispevku je predstavljen model celostnega svetovanja, ki ga izvajamo na Visoki poslovni šoli Doba Maribor in vključuje  svetovanje za učinkovit študij, psihološko, karierno in finančno svetovanje. Ponujene svetovalne aktivnosti študentom omogočajo podporo pri spoprijemanju na ključnih življenjskih področjih, s čimer želimo  prispevati  k njihovemu zadovoljstvu in študijski uspešnosti

The role of interpersonal relationships with peers and with teachers in students\u27 academic achievement

The purpose of this study was to examine the relation between social and academic variables in different school periods and to investigate, whether affective and motivational factors can be regarded as mediating variables in the relation between social and academic variables in school. 1159 students from three different periods of schooling, covering the age range from late childhood through early to middle adolescence, participated in the study. Different models of relations between social and academic variables were tested using structural equation modeling. The results show that the included mediating variables (well-being in school and academic engagement) do not explain the relation between social relations and academic achievement. In younger students, peer relations are related to students’ academic achievement, which does not hold true for both older age groups. Relations to teachers are related to students’ academic outcomes in all periods of schooling. The results also suggest that the method of data assessment is a very important factor in establishing the relations between variables

Perceived job characteristics and emotional labor as factors of teachers’ work engagement

Teachers’ work engagement determines the quality of their teaching and classroom behavior. Understanding the factors that contribute to a high level of teacher engagement is thus crucial to promoting quality educational work. The existing research shows that the perceived characteristics of the working environment are an important factor of work engagement in teachers. At the same time, an important characteristic of teachers’ work is the need for emotional labor; the latter can represent either a job demand or a job resource. Based on the job demands-resources model, the purpose of the present research was to examine perceived job demands (workload) and job resources (autonomy, coworker and supervisor support) as factors of teachers’ work engagement on a sample of 344 teachers from 22 Slovenian elementary schools. In addition, we aimed to examine the potential of emotional labor strategies as either a risk factor or a protective factor for teachers’ work engagement. The results indicated that perceived autonomy positively predicted teachers’ work engagement and that emotional labor had the potential to represent both a job demand and a job resource. Surface acting was found to negatively predict work engagement, whereas deep acting was a positive predictor of work engagement. Based on our findings, we propose some measures to increase teachers’ work engagement

Spodbujanje aktivnega študija, kot ga zaznavajo študenti

In recent decades, the importance of student-centred teaching, reflected in the promotion of the student’s active role in the process of his own learning, has been increasingly emphasized in higher education. However, to promote meaningful knowledge construction, it is necessary to understand the learning process from the student perspective. The aim of our quantitative study is to investigate how students perceive higher education in terms of encouragement towards active knowledge construction, the connection between theories and research findings on the one hand and practical application on the other, and support in ICT use. 212 students from different undergraduate and postgraduate study programmes at the University of Maribor participated in the study. In order to examine different aspects of higher education as perceived by students, we used two sets of items. The results indicated that the students perceive a high level of active learning encouragement, especially in terms of connecting new learning content and their existing knowledge, being encouraged to self-organise their learning, and incorporating a variety of examples to promote deeper learning. There were some minor differences in the perception of higher education among undergraduate and postgraduate students, with undergraduate students perceiving instruction more favourably. We also found some differences in the perceptions of students pursuing different courses of study.V zadnjih desetletjih se tudi v visokem šolstvu vse bolj poudarja pomen na študenta usmerjenega poučevanja, ki se kaže predvsem v spodbujanju študentove aktivne vloge v procesu lastnega učenja. Za spodbujanje smiselnega grajenja znanja pa je treba razumeti učni proces s perspektive študenta. V ta namen smo v kvantitativni raziskavi želele ugotoviti, kako študenti zaznavajo visokošolski pouk tako z vidika spodbujenosti k aktivnemu osmišljanju učnih vsebin kot tudi z vidika povezovanja teorij in raziskovalnih ugotovitev s prakso in urjenja v uporabi informacijsko-komunikacijske tehnologije (IKT). V raziskavi je sodelovalo 212 študentov različnih študijskih programov prve in druge bolonjske stopnje Univerze v Mariboru. Z namenom preveriti različne vidike visokošolskega pouka, kot ga zaznavajo študenti, smo uporabile dva sklopa trditev. Rezultati so pokazali, da študenti zaznavajo dokaj visoko stopnjo spodbude pri aktivnem študiju, še zlasti pri povezovanju novih vsebin z njihovim predznanjem, spodbujenosti k samoorganizaciji učenja ter vključevanju raznolikih primerov, ki so v pomoč pri osmišljanju znanja. Med študenti prve in druge stopnje smo ugotovile nekaj manjših razlik v zaznavah visokošolskega pouka, pri čemer študenti prve stopnje visokošolski pouk zaznavajo ugodneje. Prav tako smo ugotovile nekaj razlik v zaznavah študentov različnih usmeritev

Zadovoljstvo studenata praksom u nastavi u sklopu studijskog programa za obrazovanje učitelja

Practical teacher training has gained even greater importance in undergraduate teacher education programs since the reform of the curriculum based on the Bologna Process, even though practical teacher training has been historically strongly incorporated into these programs in Slovenia in a somewhat fragmentary manner. To gain insight into the quality and integrity of practical teacher training from the students’ perspective research on students’ perception about practical teacher training was conducted. This paper presents the results of the research on student satisfaction with practical teacher training including the analysis of the possible changes required. The paper also presents the differences between certain teacher practice forms - preformed in the process of practical teacher training and the differences among several aspects concerning teaching practice at the faculty and at the school level. Based on the analyses of the acquired data the segments that are prospective for defragmenting the faculty and school mentors’ efforts for improvement of teaching practice are outlined.Praksa u obrazovanju učitelja dobila je još veću važnost u preddiplomskim programima za obrazovanje učitelja za vrijeme reforme kurikula prema Bolonjskom procesu iako je praktična nastava, doduše fragmentirana, bila vrlo važan dio programa za obrazovanje učitelja u Sloveniji. Kako bismo procijenili kvalitetu i integritet praktične nastave za buduće učitelje iz perspektive studenata, proveli smo istraživanje o percepciji studenata o praktičnoj nastavi. Ovaj rad prikazuje rezultate zadovoljstva studenata praktičnom nastavom, dajući pri tome i analizu mogućih potrebnih promjena. Rad također prikazuje razlike između određenih oblika praktične nastave na razini fakulteta i škole. Na osnovi analiza dobivenih podataka ukazujemo na dijelove koji nagovještavaju defragmentaciju te donosimo nastojanja mentora s fakulteta i iz škola za što kvalitetnijim izvođenjem nastavne prakse

Terminologija klinične prehrane: Motnje prehranjenosti in s prehranjenostjo povezana stanja

Izhodišča: Prehransko stanje posameznika uvrščamo med ključne dejavnike njegovega zdravja. Za učinkovito individualno in multidisciplinarno obravnavo stanj, povezanih s prehranskim stanjem posameznika, moramo dobro poznati terminologijo klinične prehrane. Ker je klinična prehrana kot medicinska stroka razvita tudi pri nas, v tujini pa so tovrstni terminološki dokumenti že na voljo, želimo tudi v Sloveniji na podlagi konsenza oblikovati enotno terminologijo. Metode: Prispevek je osnovan na podlagi eksplicitnega terminološkega dogovora. K sodelovanju smo povabili obsežno skupino relevantnih slovenskih strokovnjakov s kliničnih, predkliničnih in drugih področij, ki so povezana z dejavnostjo klinične prehrane v medicini, pri oblikovanju pa je sodeloval tudi terminolog s področja medicine. Kot izhodišče smo izbrali terminološke smernice Evropskega združenja za klinično prehrano in presnovo ter ob njih upoštevali najnovejša strokovna priporočila za posamezne pojme. Avtorji so bili v stiku prek osebnih srečanj in elektronske pošte. Pri končnem oblikovanju konsenza je sodelovalo 42 avtorjev iz 19 slovenskih ustanov. Rezultati: Predstavljamo temeljne pojme, terminološke definicije in pripadajoče slovenske termine s področja klinične prehrane. Opredelili smo osnovne motnje prehranjenosti – podhranjenost, prekomerno hranjenost, neravnovesje mikrohranil in sindrom ponovnega hranjenja. Poleg tega smo opredelili tudi s prehranjenostjo povezana stanja – sarkopenijo in krhkost. Osnovne pojme smo podprli s kliničnim kontekstom, v katerem nastopajo. Zaključki: Poenoteno razumevanje osnovnih patoloških stanj, ki jih obravnava klinična prehrana, je izhodišče za nadaljnji razvoj stroke, poleg tega pa je podlaga tudi za prehransko obravnavo in učinkovito prehransko oskrbo

Terminologija klinične prehrane: Prehranska obravnava – presejanje prehranske ogroženosti in prehranski pregled

Izhodišča: Pomembno vlogo pri prehranski obravnavi imata tako presejanje prehranske ogroženosti kot prehranski pregled, na podlagi katerega lahko postavimo diagnozo motnje prehranjenosti ali s prehranjenostjo povezane motnje. Ocena posameznikovega prehranskega stanja, ki jo pridobimo s prehransko obravnavo, je namreč ključna za načrtovanje učinkovite prehranske oskrbe. Za razvoj področja je pomembno, da so vsi termini, ki se uporabljajo pri kliničnem delu, usklajeni. Taki terminološki dokumenti v mednarodnem prostoru že obstajajo, smiselni pa so tudi za slovenščino in naše okolje. Metode: Prispevek temelji na eksplicitnem terminološkem dogovoru skupine 42 relevantnih slovenskih strokovnjakov iz 19 slovenskih ustanov. Osnova oblikovanja terminoloških smernic je terminološki dokument Evropskega združenja za klinično prehrano in presnovo, pri čemer so bili upoštevani tudi novejši izsledki klinične prehrane. Rezultati: Predstavljeni so slovenski termini in terminološke definicije s področja klinične prehrane. Opredeljeni so osnovni pojmi s področja prehranske obravnave, ki je praviloma del medicinske obravnave. Predstavljena sta pojma prehranska ogroženost in presejanje prehranske ogroženosti, ob čemer so navedeni tudi različni presejalni testi za presejanje prehranskih motenj in s prehranjenostjo povezanih stanj. Podrobno so opredeljeni tudi prehranski pregled in njegovi sestavni deli. Zaključki: Tako presejanje prehranske ogroženosti kot prehranski pregled sta bistvena za diagnostično obravnavo v okviru klinične prehrane, poenoteno razumevanje terminologije pa omogoča primerno prepoznavo patoloških stanj pri bolnikih in pripravo ustreznega načrta prehranskih ukrepov