Odnos između usredotočene svjesnosti u roditeljstvu, kognitivne roditeljske svjesnosti i subjektivne dobrobiti adolescenata

The aim of this research is to explore the relationship between mindful parenting, cognitive parental awareness, and adolescents’ subjective well-being. The study included 101 families consisting of a mother, a father, and an adolescent child (N=303) aged 10 to 17, with a total of 69 female adolescents and 32 male adolescents. A general data questionnaire, mindful parenting questionnaire, and cognitive parental awareness questionnaire were administered to parents while adolescents completed a general data questionnaire, loneliness scale, life and family satisfaction scales, and general self-esteem scale. The results showed that male adolescents were more satisfied with life and had higher self-esteem than female adolescents. Measures of parenting were significantly related between mothers and fathers. The results also suggest that mindful parenting and cognitive parental awareness are significant correlates to the subjective well-being of adolescents when it comes to fathers, but not to mothers.Cilj ovoga istraživanja bio je ispitati povezanost između usredotočene svjesnosti u roditeljstvu, kognitivne roditeljske svjesnosti i subjektivne dobrobiti adolescenata. U istraživanju je sudjelovala 101 obitelj (N=303) koju su činili majka, otac i dijete adolescentne dobi, u rasponu od 10 do 17 godina, i to 69 adolescentica i 32 adolescenta. Primijenjeni su upitnici općih podataka za adolescente i roditelje, upitnik usredotočene svjesnosti u roditeljstvu i upitnik kognitivne roditeljske svjesnosti, dok su adolescenti ispunili skale usamljenosti, zadovoljstva životom i obitelji te općeg samopoštovanja. Rezultati su pokazali da su adolescenti zadovoljniji životom i iskazuju više samopoštovanje u odnosu na adolescentice. Također, utvrđena je značajna povezanost između majki i očeva u većini mjera roditeljstva. Rezultati upućuju na zaključak da su usredotočena svjesnost u roditeljstvu i kognitivna roditeljska svjesnost značajni korelati subjektivne dobrobiti adolescenata kada je riječ o očevima, no ne i majkama

Mindful parenting and behavioural problems in preschool children

The aim of this research was to find out if mindful parenting contributes to internalised and externalised problems in preschool children. A total of 168 mothers, fathers and preschool teachers took part in the research, which assesses the extent of internalised and externalised problems in 76 preschool children. Additionally, both parents completed the Mindfulness in Parenting Questionnaire. Results showed that internalised and externalised problems were significantly correlated, with externalised problems being more prominent in boys. Mothers and fathers differed only in one aspect of mindful parenting, empathic understanding for the child, which was higher in mothers. When analysing differences in mindful parenting of boys/girls, the results showed that fathers of boys have higher parental awareness than fathers of girls, while there were no other significant differences. Mindful parenting did not prove significant in predicting internalised problems of preschool children. In contrast, the results showed that 30% of externalised problems in children can be explained by the child’s gender and by mindful parenting from both parents. These findings point to some differences between mothers and fathers contributing to externalised problems. Specifically, the father’s focusing attention on the child with acceptance and the mother’s self-efficacy were related to lower externalising problems, while the father’s empathic understanding of the child and mother’s non-reactivity were related to more externalising problems in children. The results are discussed in the context of existing knowledge about implicit parenting and child development outcomes

Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće

AGE AND GENDER DIFFERENCES IN IMPLICIT THEORIES WHICH PRESCHOOL CHILDREN HAVE ABOUT THE CONCEPT OF INTELLIGENCE

U ovom radu željeli smo ispitati postojanje spolnih i dobnih razlika u implicitnim teorijama koje imaju djeca predškolske dobi o pojmu inteligencije te ponašanju onog tko je po njihovu mišljenju inteligentan. Provjeravali smo postoje li razlike u vrjednovanju kognitivnih i nekognitivnih aspekata inteligencije s obzirom na dob i spol djece. Ispitali smo prigodni uzorak od 93 predškolska djeteta koja su bila redoviti polaznici dječjeg vrtića, u dobnom rasponu 4. – 7. godine života, oba spola. Rezultati su pokazali da djeca različitih dobnih skupina u svojim implicitnim opisima inteligencije i ponašanja onoga tko je po njihovu mišljenju inteligentan podjednako vrjednuju i nekognitivne i kognitivne aspekte inteligencije. S druge strane, nismo utvrdili ni statistički značajne spolne razlike u zastupljenosti nekognitivnih i kognitivnih aspekata inteligencije u dječjim opisima inteligencije. Dane su smjernice za buduća istraživanja.implicit theories which preschool age children have about the concept of intelligence and about behavior one who is intelligent in their opinion. We checked whether there are differences in the evaluation of cognitive and non-cognitive apects of the intelligence with respect to age and sex of children. We examined the occasional sample of 93 preschool children who were regular kindergarten students, ranging in age from 4 - 7 age, both sexes. The results showed that children of different age groups, in their implicit descriptions of intelligence and behavior one who is intelligent in their opinion, equally valued non-cognitive and cognitive aspects of the intelligence. On the other hand, we didn\u27t found statistically significant differences in gender representation of the non-cognitive and cognitive aspects of intelligence in children\u27s descriptions of intelligence. The guidelines for future research are given

Mindful Parenting of Mothers and Fathers across Different Child Age: Validation of Croatian Version of Measurement Scale

Cilj je ovoga rada bio istražiti koncept svjesnosti u roditeljstvu (engl. mindful parenting) s obzirom na njegovu strukturu, povezanost s konceptom usredotočene svjesnosti (engl. mindfulness) i doživljajem roditeljstva, te ispitati razlikuju li se majke i očevi djece različite dobi u svjesnom roditeljstvu. Jedan od ciljeva ovoga istraživanja bio je validirati hrvatsku verziju Upitnika svjesnog roditeljstva (McCaffrey, 2015), za koji je autorica utvrdila da se sastoji od dva faktora – roditeljske samoefikasnosti i usmjerenosti na dijete. Stoga se u istraživanje krenulo od pretpostavke da će podaci prikupljeni na uzorku naših roditelja također potvrditi dvofaktorsku strukturu Upitnika. Također, pretpostavka je bila da će majke iskazati višu razinu svjesnosti u roditeljstvu u odnosu na očeve, da će usredotočena svjesnost biti značajan prediktor svjesnog roditeljstva, kao i pozitivno iskustvo s vlastitim roditeljima u djetinjstvu. U istraživanju je sudjelovalo ukupno 515 roditelja (320 majki i 195 očeva) koji su ispunili Upitnik općih podataka, Kratku skalu iskustva s vlastitim roditeljima, Skalu usredotočeno svjesne pažnje i svjesnosti, Upitnik svjesnog roditeljstva te Skalu roditeljske kompetentnosti. Rezultati su pokazali da podaci prikupljeni ovim istraživanjem bolje pristaju modelu svjesnog roditeljstva s pet faktora: usmjeravanje pažnje na dijete s prihvaćanjem, empatično razumijevanje djeteta, roditeljska samoefikasnost, roditeljska svjesnost te ne-reaktivnost. Nadalje, pokazalo se da majke više usmjeravaju pažnju na dijete te iskazuju višu razinu empatičnog razumijevanja u odnosu na očeve. Utvrđena je značajna povezanost svjesnog roditeljstva s percepcijom roditeljske kompetentnosti i zadovoljstva dok se, suprotno očekivanjima, usredotočena svjesnost na intrapersonalnoj razini nije pokazala značajnim prediktorom svjesnosti u roditeljstvu. Pozitivno iskustvo s vlastitim roditeljima tijekom odrastanja značajan je prediktor svih dimenzija svjesnog roditeljstva.The aim of this study was to explore the concept of mindful parenting with regard to its structure, its relation to the concept of mindfulness and parenting experience. The study also aimed at exploring whether parents of children at different age express differences in mindful parenting. One of the aims of this study was to validate the Croatian version of the Mindfulness in Parenting Questionnaire (McCaffrey, 2015) that consists of two factors - Parental Self-efficacy and Being in the moment with a child. Therefore, we hypothesised that data collected in this research would also confirm the two-factor structure, as obtained in the original validation. Furthermore, it was hypothesised that mothers would show a higher level of mindful parenting than fathers and that mindfulness and positive experience with their own parents in childhood would be significant predictors of mindful parenting. A total of 515 parents (320 mothers and 195 fathers) participated in the study and filled out General data questionnaire, Short scale of Mindful attention awareness scale (MAAS), Mindfulness in parenting questionnaire (MIPQ) and Parenting sense of competence scale. The results showed that the five-factor model fits better to data collected in this research with factors being focusing attention to the child with acceptance, empathic understanding of the child, parental self-efficacy, parental awareness, and non-reactivity. Furthermore, it has been shown that mothers are more empathetic and more focused on the child than fathers. Finally, significant correlations between mindful parenting and dimensions of parental sense of competence were obtained. Contrary to the expectations, mindfulness as an intra-personal characteristic did not prove to be a significant predictor of mindful parenting. One of the most important predictors of all the dimensions of mindful parenting was positive experience with their own parents during childhood

AGE AND GENDER DIFFERENCES IN IMPLICIT THEORIES WHICH PRESCHOOL CHILDREN HAVE ABOUT THE CONCEPT OF INTELLIGENCE

U ovom radu željeli smo ispitati postojanje spolnih i dobnih razlika u implicitnim teorijama koje imaju djeca predškolske dobi o pojmu inteligencije te ponašanju onog tko je po njihovu mišljenju inteligentan. Provjeravali smo postoje li razlike u vrjednovanju kognitivnih i nekognitivnih aspekata inteligencije s obzirom na dob i spol djece. Ispitali smo prigodni uzorak od 93 predškolska djeteta koja su bila redoviti polaznici dječjeg vrtića, u dobnom rasponu 4. – 7. godine života, oba spola. Rezultati su pokazali da djeca različitih dobnih skupina u svojim implicitnim opisima inteligencije i ponašanja onoga tko je po njihovu mišljenju inteligentan podjednako vrjednuju i nekognitivne i kognitivne aspekte inteligencije. S druge strane, nismo utvrdili ni statistički značajne spolne razlike u zastupljenosti nekognitivnih i kognitivnih aspekata inteligencije u dječjim opisima inteligencije. Dane su smjernice za buduća istraživanja.implicit theories which preschool age children have about the concept of intelligence and about behavior one who is intelligent in their opinion. We checked whether there are differences in the evaluation of cognitive and non-cognitive apects of the intelligence with respect to age and sex of children. We examined the occasional sample of 93 preschool children who were regular kindergarten students, ranging in age from 4 - 7 age, both sexes. The results showed that children of different age groups, in their implicit descriptions of intelligence and behavior one who is intelligent in their opinion, equally valued non-cognitive and cognitive aspects of the intelligence. On the other hand, we didn\u27t found statistically significant differences in gender representation of the non-cognitive and cognitive aspects of intelligence in children\u27s descriptions of intelligence. The guidelines for future research are given

BEHAVIOURAL AND SOCIO-EMOTIONAL COMPETENCIES OF HIGH SCHOOL STUDENTS: A VALIDATION OF THE CROATIAN VERSION OF BERS-2 QUESTIONNAIRE

Cilj ovoga rada bio je provjeriti strukturu hrvatskog prijevoda BERS-2 upitnika na uzorku srednjih adolescenata, istražiti njegovu konvergentnu valjanost te provjeriti rodne razlike u ponašajnim i socio-emocionalnim kompetencijama adolescenata. U istraživanju je sudjelovalo 849 sudionika (56% adolescentica). Primijenjeni su Upitnik općih podataka, hrvatska inačica BERS-2 upitnika, Upitnik emocionalne kompetentnosti te Upitnik zadovoljstva obitelji. Provedene faktorske analize pokazale su kako izvorna pet-faktorska struktura BERS-2 upitnika ne odgovara podacima pa je kao optimalno rješenje predložena četverofaktorska struktura sa smanjenim brojem čestica u odnosu na izvornik. Tako formirani rezultati, za četiri skupine kompetencija, pokazali su zadovoljavajuća psihometrijska obilježja. Značajna povezanost između rezultata ostvarenih na BERS-2 upitniku te školskog uspjeha, zadovoljstva obitelji i emocionalnih kompetencija upućuje na konvergentnu valjanost hrvatskog prijevoda BERS-2 upitnika. Djevojke su, u odnosu na mladiće, ostvarile značajno više rezultate na mjerama školskog funkcioniranja i interpersonalnih snaga, dok su intrapersonalne snage te uključenost u obitelj djevojke i mladići procijenili sličnima. Rezultati su raspravljeni u kontekstu podataka o izvornoj inačici BERS-2 upitnika, podataka o provjerama njegovih obilježja u drugim istraživanjima te s obzirom na postojeće spoznaje o ponašajnim i socio-emocionalnim kompetencijama adolescenata. Ograničenja provedenog istraživanja, kao i potreba daljnje provjere konstruktne valjanosti upitnika BERS-2, iznesena su u zaključnom dijelu.The aim of the paper was to examine the Croatian translation of the BERS-2 questionnaire on the sample of mid-adolescents, examine its convergent validity and analyse gender differences in behavioural and socio-emotional competencies of adolescents. 849 respondents participated in the research (56% female adolescents). General data questionnaire, Croatian version of the BERS-2 questionnaire, emotional competence questionnaire and family satisfaction scale were used. The conducted factor analyses have shown that the original five-factor BERS-2 structure does not correspond to the data, so a four-factor structure with a reduced number of items in comparison with the original was proposed as an optimum solution. Thus formed results have shown satisfactory psychometric characteristics for four groups of competencies. A significant correlation between the results shown on the BERS-2 questionnaire and school achievement, family satisfaction and emotional competencies indicates the convergent validity of the Croatian translation of the BERS-2. In comparison with boys, girls have achieved significantly higher results on the measures of school functioning and interpersonal strengths, while the measures of interpersonal strengths and involvement with family were assessed similarly by boys and girls. The results were analysed in the context of the data on the original BERS-2 questionnaire, the data on the verification of its features in other research and with regard to the existing knowledge about behavioural and socio-emotional competencies of adolescents. The limitations of the conducted research, as well as the need for further validation of the BERS-2 questionnaire are presented in the final part of the paper

Preschool teachers and parental assessments of children’s socio-emotional competencies

Rezultati ranijih istraživanja upućuju na povezanost između razvijenosti socio-emocionalnih kompetencija djeteta te budućeg uspjeha u raznim područjima života i doživljaja zadovoljstva životom. Socio-emocionalne kompetencije razvijaju se tijekom djetinjstva u kontekstu različitih interakcija, posebno onih u obitelji, predškolskom i školskom okruženju. Cilj je ovoga istraživanja bio ispitati razvijenost socio-emocionalnih kompetencija djece rane i predškolske dobi iz perspektive roditelja i odgojitelja. Također, istraživanjem se pokušalo ispitati procjenjuju li odgojitelji i roditelji različito kompetencije dječaka i djevojčica, kao i ovise li te procjene o spolu roditelja ili njihovoj razini obrazovanja. U istraživanju je sudjelovalo 347 roditelja i 60 odgojitelja koji su procjenjivali 347 djece u dobi od 4. do 8. godine. Za procjenu razvijenosti kompetencija korišten je standardizirani upitnik te su dobivene procjene roditelja i odgojitelja u četirima domenama: interpersonalnoj, intrapersonalnoj i afektivnoj snazi djeteta te uključenosti u obitelj. Rezultati su pokazali kako i odgojitelji i roditelji visoko procjenjuju razvijenost svih dječjih socio-emocionalnih kompetencija, pri čemu su odgojitelji, u odnosu na roditelje, višim procijenili interpersonalne snage te uključenost u obitelj. S obzirom na djetetov spol, i roditelji i odgojitelji su višim procijenili interpersonalne snage i uključenost u obitelj djevojčica nego dječaka, dok u procjenama intrapersonalnih i afektivnih snaga nisu utvrđene značajne razlike.The results of previous research suggest a correlation between the development of a child\u27s socio-emotional competencies and future success in various areas of life, as well as life satisfaction. Socio-emotional competencies develop during childhood in the context of various interactions, especially those within the family, preschool and school environment. The aim of this study was to examine socio-emotional competencies of preschool children from the perspective of parents and educators. The study also aimed at exploring whether parents and preschool teachers differently assess competencies of boys and girls, as well as whether the assessments depend on the parents\u27 gender and their level of education. The study involved 347 parents and 60 preschool teachers who assessed 347 children between the ages of 4 and 8. A standardized questionnaire was used to assess socio-emotional competencies in four domains: interpersonal, intrapersonal, and affective child strengths and family involvement. The results showed that both, preschool teachers and parents highly rated all of the children\u27s socio-emotional competencies. Still, preschool teachers, compared to parents, assessed children’s interpersonal strengths and family involvement higher. With regard to the child\u27s gender, both, parents and preschool teachers rated higher the interpersonal strengths and family involvement of girls than boys, while no significant differences were found in the assessment of intrapersonal and affective strengths

Perception of Family Communication between Adolescents and their Parents: Results of Preliminary Research

Interes znanstvene javnosti ne smanjuje se kada je u pitanju istraživanje kvalitete obiteljskog funkcioniranja, unutar obiteljskih odnosa, komunikacije i ostalih čimbenika koji (ne)omogućuju cjelovit i zdrav razvoj svih članova, a posebice djece i adolescenata. Provedeno istraživanje imalo je za cilj ispitati percepciju obiteljske komunikacije i zadovoljstva obitelji od strane adolescenata i njihovih roditelja. U istraživanju je sudjelovalo 156 sudionika iz 49 obitelji sa šireg područja grada Splita, a provedeno je od listopada do prosinca 2019. godine. U istraživanju su, osim Upitnika demografskih podataka, korišteni Podskala obiteljske komunikacije i Podskala zadovoljstva obitelji iz FACES IV instrumenta. Rezultati istraživanja su potvrdili značajnu razliku u procjeni kvalitete komunikacije roditelja i adolescenata, pri čemu su je roditelji procijenili višom; nisu utvrđene razlike sudionika u procjeni zadovoljstva obitelji te je utvrđena značajna povezanost između komunikacije i zadovoljstva obitelji.The interest of the scientific public is not diminished when it comes to the assessment of the quality of family functioning, inter-family relationships, communication and other factors that (do not) allow a complete and healthy development of all members, especially children and adolescents. The conducted research aimed to examine the perception of family communication and family satisfaction of adolescents and their parents. The research involved 156 participants from 49 families from the wider area of the city of Split, and was conducted from October to December of 2019. In addition to the Demographic Questionnaire, the survey used the Family Communication Subscale and the Family Satisfaction Subscale from the FACES IV instrument. The results of this research confirmed a significant difference in self-reported assessment of the quality of communication between parents and adolescents, with parents rating it higher; no differences were found between participants in assessing family satisfaction, and a significant correlation was found between communication and family satisfaction

Relapse in resected lung cancer revisited: does intensified follow up really matter? A prospective study

<p>Abstract</p> <p>Background</p> <p>beside the well known predominance of distant vs. loco-regional relapse, several aspects of the relapse pattern still have not been fully elucidated.</p> <p>Methods</p> <p>prospective, controlled study on 88 patients operated for non-small cell lung cancer (NSCLC) in a 15 months period. Stage IIIA existed in 35(39.8%) patients, whilst stages IB, IIA and IIB existed in 10.2%, 4.5% and 45.5% patients respectively. Inclusion criteria: stage I-IIIA, complete resection, systematic lymphadenectomy with at least 6 lymph node groups examined, no neoadjuvant therapy, exact data of all aspects of relapse, exact data about the outcome of the treatment.</p> <p>Results</p> <p>postoperative lung cancer relapse occurred in 50(56.8%) patients. Locoregional, distant and both types of relapse occurred in 26%, 70% and 4% patients respectively. Postoperative cancer relapse occurred in 27/35(77.1%) pts. in the stage IIIA and in 21/40(52.55) pts in the stage IIB. In none of four pts. in the stage IIA cancer relapse occurred, unlike 22.22% pts. with relapse in the stage IB. The mean disease free interval in the analysed group was 34.38 ± 3.26 months.</p> <p>The mean local relapse free and distant relapse free intervals were 55 ± 3.32 and 41.62 ± 3.47 months respectively Among 30 pts. with the relapse onset inside the first 12 month after the lung resection, in 20(66.6%) pts. either T3 tumours or N2 lesions existed. In patients with N0, N1 and N2 lesions, cancer relapse occurred in 30%, 55.6% and 70.8% patients respectively</p> <p>Radiographic aspect T stage, N stage and extent of resection were found as significant in terms of survival. Related to the relapse occurrence, although radiographic aspect and extent of resection followed the same trend as in the survival analysis, only T stage and N stage were found as significant in the same sense as for survival. On multivariate, only T and N stage were found as significant in terms of survival.</p> <p>Specific oncological treatment of relapse was possible in 27/50(54%) patients.</p> <p>Conclusion</p> <p>the intensified follow up did not increase either the proportion of patients detected with asymptomatic relapse or the number of patients with specific oncological treatment of relapse.</p