STUDENTS’ EMOTIONAL LITERACY IN THE DISCOURSE OF THE CONTEMPORARY SCHOOL IN SERBIA

The results of the research on the emotional literacy of students are presented in this paper. The primary goal of the research was to examine the general level and characteristics of the emotional literacy profile. The secondary goal was to determine the similarities and differences in levels of emotional literacy between pupils in relation to their gender and age. 'Emotional awareness questionnaire' was used on the sample of 335 students of both sexes and two age groups (primary school pupils aged 14-15 years and high school students of 18-19 year). The research was descriptive, non-experimental and exploratory. The data obtained by the study were analyzed using the statistical package SPSS. The results of statistical descriptions of the empirical profile suggest that the general level of students' emotional literacy can be classified as average. Analyzes of differences related to gender and age on individual profile components, showed that the gender differences were statistically significant (p<.001) on all components ('emotional numb­ness,' 'empathy' and 'interactivity'), while age differences were significant on the components: 'differentiation of emotions' and 'empathy' (p<.001). The obtained findings were discussed in the context of the starting reference model of research. Recommended and needed future steps are the peda­gogical monitoring of emotional development of young people, systematic influence on the development of their emotional competences and a far more active role of the school in the development of the emotional literacy of both students and teachers

Students’ emotional literacy in the discourse of the contemporary school in Serbia

The results of the research on the emotional literacy of students are presented in this paper. The primary goal of the research was to examine the general level and characteristics of the emotional literacy profile. The secondary goal was to determine the similarities and differences in levels of emotional literacy between pupils in relation to their gender and age. “Emotional awareness questionnaire” was used on the sample of 335 students of both sexes and two age groups. The research was descriptive, non-experimental and exploratory. The data obtained by the study were analyzed using the statistical package SPSS. The results of statistical descriptions of the empirical profile suggest that the general level of students’ emotional literacy can be classified as average. Analyzes of differences related to gender and age on individual profile components, showed that the gender differences were statistically significant (p<.001) on all components (“emotional numbness,” “empathy” and “interactivity”), while age differences were significant on the components: “differentiation of emotions” and “empathy”. The obtained findings were discussed in the context of the starting reference model of research. Recommended and needed future steps are the pedagogical monitoring of emotional development of young people, systematic influence on the development of their emotional competences and a far more active role of the school in the development of the emotional literacy of both students and teachers

Attitudes of parents of preschool children to their own parenting education

This paper begins by offering a definition of the concept of parenting education and providing an analysis of parental motivation for parental education, and then goes on to examine the most common formal and informal forms and sources of parenting education. It then presents the results of a study of parental attitudes to parenting education based on responses obtained from a questionnaire survey of 560 parents of preschool children in the area. The study found that parents' attitudes to parenting education tend towards the positive end of the continuum, and that there are no differences between parents of different ages, or between parents who are raising children without outside help and those who rely on others for childcare. A statistically significant difference was found in the more positive attitude towards parenting education among parents living in urban areas, female parents and those with a master's degree. The study found that parents tend to rely on informal sources and forms of parenting education much more frequently than formal ones. The most common form is self-education through various types of media and support from people close to them. Only a third of parents reported that consulting experts was an important source of parenting information. Only a small number of parents have the opportunity to take part in some form of formal parenting education. Recent trends in parenting education emphasize the increased responsibility of the community, and programs are designed to better meet parents' needs with greater utilization of new technology