Peculiarities of Emotional Intelligence of Pedagogues and Parents of Children in Private and Public Sector Pre-School Education Institutions

Background. A child’s personality is formed at an early age. This is the most favorable time to develop a child's emotional intelligence (EI), which is an important factor for further social, emotional, and cognitive development. Parents and teachers are important actors in a child’s social environment and can have a significant impact on a child's emotional development and behavior. Adults with high emotional intelligence can teach a child empathy, emotional perception, problem-solving, and other skills, as well as help the child learn to manage their emotions, understand and express feelings, and find appropriate ways to control inappropriate behavior or resolve conflicts. High emotional intelligence also correlates with the ability to understand a child's behavior better and choose appropriate educational strategies. In Lithuania, there is a lack of comprehensive research on the expression of EI among pre-school children’s parents and teachers, and differences identified between the public and private pre-school education sectors can be useful in further analyzing factors related to education quality. In this context, we aim to analyze the characteristics of EI among parents and teachers of pre-school children, as well as the differences that occur between representatives of private and public education sectors. Methods. Emotional intelligence was assessed using the Schutte Emotional Intelligence Scale, which consists of 33 statements (Schutte et al., 1998). Results. It was determined that the overall EI score of the participants was higher than average. After comparing EI indicators of different education sectors, it was determined that private sector educators have statistically significantly higher EI scores than their public sector counterparts. Parents with children in private sector education institutions had the highest EI level, while educators of the public sector education institutions had the lowest. No emotional intelligence differences based on gender were identified. Conclusions. Educators in the private education sector have higher EI compared to their public sector counterparts. Parents choosing private education sector for their children have the highest EI levels in the entire study population. Keywords: emotional intelligence; teachers; parents; early education; different types of educational institutions

Peculiarities of self perception and social cognition of adolescent with different social backgroun

The article deals with the aim to analyze the self-perception and relationship with social environment of adolescents with different backgroud (one-parent and two-parent families). The tasks of research include: 1. To analyze the relationship with social environment of adolescents with different social background. 2. To define the level of self-esteem, self-respect and self-expression of adolescents from one-parent and two-parent families...[...]

Paauglių iš pilnų ir nepilnų šeimų savęs vertinimas ir santykis su aplinka

The article discusses peculiarities of self-evaluation of teenagers (inner harmony) and their relation with environment. The provided data of empiric research reveals the differences in the level of self-esteem, self-evaluation, self-expression, communication, acceptance of social values, appreciation in inter-relations, and avoidance to interact with environment of teenagers living in full and broken families

Peculiarities of achievement motivation of adolescent athletes

The author emphasises the theory of need achievement as the theoretical basis of her empirical research. The goal of this research was to investigate the peculiarities of the need of achievement (sportsmen's orientation to success, activity and orientation to their coaches emotional stimulation) of the 13-14th years old basketballers, volleyballers and handballers. The results indicate the significant differences in the need of achievement among male and female athletes, and among the representatives of different sports. Results provide that male athletes are more orientated to success than female ones. Our results also indicate the difference in orientation to success between the basketball players and other athletes (the basketballers level of orientation to success and coach's stimulation is higher than volleyballers and handballers level). Results provide that positive stimulation of coaches is very important for the formation of achievement motivation of adolescent athletes

Kauno miesto sportuojančių ir nesportuojančių paauglių pasitikėjimo savimi ir patyčių sąsaja

Research background and hypothesis. Research shows that significant numbers of children at school become victims of aggression which manifests as bullying or harassment (Zaborskis, Vareikienė, 2008). Bullying at school is associated with many long-term harmful physical, mental and social consequences for all involved in this process: for aggressors, victims and those who are forced to watch bullying (Širvinskienė et al., 2008). In Lithuania, the number of children who are bullied and children who bully is far greater than in other European countries: approximately a third of 11–15 year-old Lithuanian schoolchildren become frequent victims of bullying (Zaborskis et al., 2005). Bullying is defined as conscious threatening harassment or physical actions against a child who is unable to defend himself/herself repeatedly by one child or a group of children (Širvinskienė et al., 2008). This phenomenon involves a wide range of behaviours – from physical attacks to nicknaming and verbal abuse, from ignorance to frightening looks, from individual attacks to group actions or anonymous messages (Zaborskis, Vareikienė, 2008). Research aim was to determine the relationship between self-confidence and bullying among Kaunas City athletes and non-athletes adolescents. The object of the research was the relationship between self-confidence and bullying of adolescents. Research methods. The research was conducted from September, 2011 to December, 2011. It included schoolchildren from four schools in Kaunas city. The organization of the survey complied with the principles of respondents’ informed consent and voluntary participation. Before completing the questionnaire, the respondents were fully aware of the aims of the research and performance instructions. Research results. It was found that the most commonly used forms of bullying were nicknaming, spread of rumours and intimidation.Bullying usually took place in classrooms and school hallways. Most often the respondents experienced bullying from their peers; however, they often bullied their peers themselves. Discussion and conclusions. The higher the level of self-confidence, the less bullying manifested in respect of both genders. Schoolchildren who did not go in for sports and demonstrated high levels of self-confidence were bullied less often. The higher the level of self-confidence of boys and girls, the less frequent bullying occurred

Sportuojančių ir menine veikla užsiimančių Kauno miesto paauglių agresijos raiška

The article analyzes the expression of aggressive behavior ofpupils involved in sports and artistic activities, reveals the topics and relevance, and discusses the current situation of aggression in Lithuania. Social changes of life led to the outbreak of aggression between adolescents. Cases of adolescents' aggressive behavior are increasingly more common in education institutions. The situation has become uncontrollable. Gradually, the aggression of the pupils can grow into criminal activity. The article explores the specifics and issues of aggressive behavior and discusses the concept of aggressive behavior and the theories explaining aggression. Respondents have been provided a questionnaire prepared under the methodology of R. Prakapas (2001). The methods of scientific literature analysis, questionnaire and mathematical statistics have been used for the research. The obtained results have been processed using SPSS (Statistical Package for Social Science) version 17.0, software package of statistical analysis, and the chi-square (x2) criterion has been applied. The study showed that there are not any significant difference in regards to aggression expression between the group of adolescents that engages in sports activities and the group that engages in art activities. One can only mention these important differences - for the greater part of sporting activities involved teens reported that they tend to behave more aggressively (3 times per week) than artistic activity engaged students (1-2 times per week). Moreover, significant differences were obtained when indicating the most common conflict reasons: respondents engaged in art activities more often argue with their parents, while those engaged in sports activities with teachers (p<0,05); also, when assessing the sport impact on expression of aggression, athletes argued that sports had an impact, while respondents engaged in art activities hold the opposite opinion

The peculiarities of health-related quality of life in recreational and competitive athletes

Background. The scientific literature focuses on the evaluation of quality of life (QL) and health-related quality of life (HRQL) among recreational and competitive athletes. Research suggests that the QL and HRQL levels of competitive athletes can be negatively affected in that they spend most of their lives in training, preparing for and recovering from competitions and tournaments; however, they neither learn most of the essential life skills (Ohlert & Ott, 2017), nor allot time to their leisure activities and recreation. There are also contradictory studies indicating that competitive athletes evaluate HRQL better than recreational ones do (Lorcan & Allen, 2018; Pacesova, Smela, & Antala, 2019). However, little is known about the impact of how different levels of sports activities affect HRQL in this pandemic period. Methods. HRQL was evaluated applying the SF-36 questionnaire (Short Form 36 Medical Outcomes Study questionnaire). The questionnaire was adapted in Lithuania (Staniūtė, 2007). Results. Statistically significant differences were found in the evaluation of quality of life in the following areas: social function, pain, and activity limitation due to emotional disorders. It was found that competitive athletes limited their activities more than recreational athletes due to emotional difficulties (U = 1165, p = .05) and experienced more pain (U = 1036, p = .01). It was also found that recreational athletes valued their social relations more favourably than competitive ones (U = 1066, p = .02). Statistically significant differences were found in the evaluation of HRQL by gender. Men value their social relations better (U = 992.5, p = .00) and have fewer activity limitations due to emotional difficulties (U = 1063, p = .02) than women. The HRQL evaluation by gender and sport level shows that in recreational sports men evaluated their social relationships better than women and had fewer activity limitations due to emotional difficulties than women. Analysis of HRQL of competitive athletes showed no statistically significant relationship between women and men groups. Conclusion. In conclusion, it can be stated that athletes best valued areas of physical activity and social relations. The findings show that competitive athletes more than recreational ones limited their activities due to emotional difficulties, and experienced more pain. Meanwhile, recreational athletes rated their social relations more favourably than competitive athletes. It was found that male athletes valued their social relations and emotional state better than female athletes. Men also had fewer activity limitations due to emotional difficulties than women. Keywords: quality of life, young adults, recreational athletes, competitive athletes

Sportuojančių paauglių vertybinių orientacijų, sportinio elgesio ir trenerio kompetencijos ugdyti sportininkų charakterį vertinimo sąsajos

Research background and hypothesis. This study examined the relations between reported youth athletes’ prosocial and antisocial behavior and personal and social factors in sport context and whether these variables accounted for age and sports experience differences in reported behaviors values in sport and perceptions of coach’s character development competency. The aim of the research was to determine age and sports experience differences in manifestation of youth athletes’ values in sport, perceived coach’s character development competency and behaviors that occur in sport, and to examine interrelations between these variables. Research methods. The sample included 201 athletes recruited from Kaunas and Alytus sports schools. The participants completed the Youth Sport Value Questionnaire-2 (YSVQ-2 - Lee et al., 2008), the Prosocial and Antisocial Behavior in Sport Scale (PABSS – Kavussanu, Boardley, 2009), and adapted version of the Coaching Efficacy Scale (CES– Feltz et al., 1999). Research results. The positive correlation between values in sport, perceived coach’s character development competency and prosocial behavior of athletes were established. These values also had negative correlations with antisocial behavior whereas status values correlated negatively with prosocial behavior. Coach’s character development competency was perceived stronger by younger athletes (p<0.05). Competence values were more important to these athletes compared to older ones (p<0.05). Discussion and conclusions. Research revealed the importance of moral and competence values for adolescent athlete’s moral behavior in sport. Perceived character-development effectiveness positively correlated with athletes’ prosocial behavior; however, it was unrelated to antisocial behavior.Thus, perceiving the coach as being effective in instilling an attitude of good moral character may lead to an increased frequency of desirable behaviors but does not appear to have any effect on antisocial conduct. It was found that athletes’ prosocial acts were more frequent than antisocial ones, however, more experienced athletes displayed more frequent antisocial behavior to the teammates. These findings are consistent with the previous presumption that low frequency of engagement in antisocial behaviors does not necessarily mean that one frequently engages in prosocial action, or vice versa

Peculiarities of emotional intelligence of pedagogues and parents of children in private and public sector pre-school education institutions

Background. A child’s personality is formed at an early age. This is the most favorable time to develop a child's emotional intelligence (EI), which is an important factor for further social, emotional, and cognitive development. Parents and teachers are important actors in a child’s social environment and can have a significant impact on a child's emotional development and behavior. Adults with high emotional intelligence can teach a child empathy, emotional perception, problem-solving, and other skills, as well as help the child learn to manage their emotions, understand and express feelings, and find appropriate ways to control inappropriate behavior or resolve conflicts. High emotional intelligence also correlates with the ability to understand a child's behavior better and choose appropriate educational strategies. In Lithuania, there is a lack of comprehensive research on the expression of EI among pre-school children’s parents and teachers, and differences identified between the public and private pre-school education sectors can be useful in further analyzing factors related to education quality. In this context, we aim to analyze the characteristics of EI among parents and teachers of pre-school children, as well as the differences that occur between representatives of private and public education sectors. Methods. Emotional intelligence was assessed using the Schutte Emotional Intelligence Scale, which consists of 33 statements (Schutte et al., 1998). Results. It was determined that the overall EI score of the participants was higher than average. After comparing EI indicators of different education sectors, it was determined that private sector educators have statistically significantly higher EI scores than their public sector counterparts. Parents with children in private sector education institutions had the highest EI level, while educators of the public sector education institutions had the lowest. No emotional intelligence differences based on gender were identified. Conclusions. Educators in the private education sector have higher EI compared to their public sector counterparts. Parents choosing private education sector for their children have the highest EI levels in the entire study population. Keywords: emotional intelligence; teachers; parents; early education; different types of educational institutions