30 research outputs found

    Sozialer R├╝ckhalt bei Altersgenossen und seine Rolle im gemeinsamen Umgang von Pr├Ąadoleszenten und Adoleszenten, die sich einsam f├╝hlen

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    Cilj je ovog istra`ivanja ispitati odnos izme|u usamljenosti kao emocionalnoga korelata prilagodbe i kvalitete vr{nja~kih odnosa. Ispitivanje je provedeno na djeci od 10 i 12 godina i ponovljeno je na istoj djeci nakon dvije godine (12 i 14 godina). Polaze}i od pretpostavke da je osje}aj usamljenosti rezultat deficita u socijalnim odnosima i Sullivanove teorije o interpersonalnim odnosima, u radu polazimo od hipoteze da je predadolescencija i adolescencija razvojno razdoblje u kojem va`no mjesto zauzima potreba za intimnosti, koju dijete zadovoljava u interakciji s najboljim prijateljem. Stoga sigurnost, ljubav, podr{ka koju dijete zadovoljava u odnosu s prijateljem onemogu}uje pojavu usamljenosti. U ispitivanju su rabljene skale koje mjere odnos s prijateljem i skala koja mjeri emocionalnu usamljenost. Rezultati istra`ivanja upu}uju na zaklju~ak da postoji zna~ajna korelacija izme|u usamljenosti i kvalitete prijateljstva te socijalne podr{ke u prvom i u drugom ispitivanju, dok kod mla|eg uzrasta (prvo mjerenje) zna~ajno mjesto zauzimaju i drugi aspekti odnosa s vr{njacima. Percepcija socijalne podr{ke zna~ajan je prediktor osje}aja usamljenosti kod oba uzrasta, dok je reciprocitet zna~ajan prediktor samo kod skupine mla|e djece. Mo`emo zaklju~iti da je zadovoljstvo vr{nja~kim odnosima va`no u do`ivljaju osje}aja usamljenosti, a najzna~ajnije mjesto zauzima do`ivljaj socijalne podr{ke. Dobiveni rezultati interpretiraju se u okviru Sullivanove teorije interpersonalnih odnosa (Sullivan, 1953.).The aim of this research was to examine the relation between loneliness as an emotional correlate of adjustment and peer relationships. The samples consisted of 151 school children, 10 and 12 years old. The research was repeated after two years on the same samples. The initial hypothesis of the investigation was that loneliness is the result of deficient social relations, especially relations with peers in preadolescence and adolescence when the need for intimacy is stressed. According to Sullivan\u27s interpersonal theory, the child satisfies the need for intimacy in interaction with a friend. Therefore the security, love and support which the child gets in its relationship with friends prevents loneliness. Several aspects of the quality of friendship were assessed: friendship quality, perception of social support, reciprocity of friendship and mutuality. The indicator for the quality of loneliness was the feeling of emotional loneliness. The findings suggest significant correlations between emotional loneliness and friendship quality and perception of social support in both measurings. In young children (first measuring) a significant position is taken by other aspects of peer relationships. Perception of social support was a significant predictor of feeling of loneliness in both measurings, and reciprocity of friendship was a significant predictor only in the first measuring. A significant gender difference in friendship relationships and feeling of loneliness was found. It can be concluded that satisfaction with peer relationships has a significant place in the feeling of loneliness, and especially the perception of social support. The findings of this research are discussed within the context of the Interpersonal theory (Sullivan, 1953).Mit dieser Arbeit sollte der Bezug zwischen Abkapselung als eines emotionellen Korrelats der Anpassung einerseits und der Qualit├Ąt des gemeinsamen Umgangs von Altersgenossen andererseits untersucht werden. Die Untersuchung wurde an Kindern im Alter von 10 und 12 Jahren durchgef├╝hrt und nach zwei Jahren in derselben Gruppe von Kindern (nun im Alter von 12 und 14 Jahren) wiederholt. Die Autorin geht aus von der Einstellung, dass das Gef├╝hl der Einsamkeit aus mangelndem sozialem Umgang mit anderen resultiert, sowie von Sullivans Theorie interpersonaler Verh├Ąltnisse. Vor diesem Hintergrund wird die Hypothese aufgestellt, dass Pr├Ąadoleszenz und Adoleszenz ein Entwicklungsabschnitt sind, in dem das Bed├╝rfnis nach Intimit├Ąt einen wichtigen Stellenwert hat, und das Kind befriedigt dieses Bed├╝rfnis im Umgang mit seinem besten Freund / seiner besten Freundin. Sicherheit, Liebe und sozialer R├╝ckhalt beim besten Freund / bei der besten Freundin sind daher die besten Mittel, um eine Abkapselung zu verhindern. Bei dieser Untersuchung wurden Skalen eingesetzt, deren eine das Verh├Ąltnis zum Freund ermitteln (Freundschaftsskala, Skala zur Wahrnehmung des sozialen R├╝ckhalts, Skala zur Einsch├Ątzung der Reziprozit├Ąt des Freundschaftsverh├Ąltnisses), w├Ąhrend anhand einer weiteren Skala die emotionale Einsamkeit gemessen werden sollte. Die Untersuchungsergebnisse legen den Schluss nahe, dass bei der ersten wie auch der zweiten Untersuchung (zwei Jahre sp├Ąter) eine bedeutsame Korrelation besteht zwischen der Einsamkeit einerseits und der Qualit├Ąt von Freundschaftsverh├Ąltnissen und dem sozialen Umgang andererseits, w├Ąhrend bei der j├╝ngeren Generation (erste Untersuchung) auch andere Aspekte im Verh├Ąltnis zu den Altersgenossen einen wichtigen Stellenwert einnehmen. Die Wahrnehmung des sozialen R├╝ckhalts war in beiden Untersuchungen ein wichtiger Pr├Ądiktor f├╝r das Gef├╝hl der Einsamkeit, w├Ąhrend die Reziprozit├Ąt nur bei den j├╝ngeren Kindern (erste Messung) ein bedeutender Pr├Ądiktor war. Man kann schlie├čen, dass die Einsch├Ątzung des Verh├Ąltnisses zu den Altersgenossen wesentlich dazu beitragen kann, ob sich ein Kind einsam f├╝hlt oder nicht. Die wichtigste Rolle spielt jedoch das Gef├╝hl, R├╝ckhalt im sozialen Umfeld gefunden zu haben. Die gewonnenen Untersuchungsergebnisse werden im Rahmen von Sullivans Theorie der interpersonalen Verh├Ąltnisse (Sullivan, 1953) interpretiert

    Der Einflu├č des Unterrichts in kleinen Arbeitsgruppen auf Kenntniserwerb und Zufriedenheit von Studenten

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    Cilj istra┼żivanja bio je usporediti u─Źinke klasi─Źnog podu─Źavanja i u─Źinke kooperativnog (suradni─Źkog) podu─Źavanja na studente. U─Źinci su se promatrali na kognitivnom planu (procjenom stereotipnih znanja) i na motivacijskom planu (subjektivnom procjenom zadovoljstva realiziranom nastavom). Studenti (N=71) su podijeljeni u dvije skupine (N1=41, N2=30), a nastavu iz razvojne psihologije slu┼íali su na dva definirana na─Źina (klasi─Źan i kooperativan u malim skupinama). Druga, manja skupina studenata podijeljena je u dvije jo┼í manje skupine (po 15 studenata u svakoj). Prije i nakon zavr┼íetka edukacije (poslije dva mjeseca, odnosno nakon realiziranih osam predavanja i osam radionica) provedeno je ispitivanje spomenutim mjernim instrumentima. Rezultati analize varijance ukazuju na zaklju─Źak da postoji razlika u koli─Źini stereotipa koji se zna─Źajno pove─çavaju u funkciji tradicionalne edukacije. Zna─Źajno ve─çe zadovoljstvo na─Źinom realizacije nastave pokazuju studenti koji su podu─Źavani kooperativnom metodom podu─Źavanja. Razli─Źite u─Źinke podu─Źavanja mogli bismo objasniti intrinzi─Źnom motivacijom koja se razvija tijekom kooperativnog podu─Źavanja.The aim of this research was to compare the effects of classic teaching and the effects of cooperative teaching of students. These effects were observed on the cognitive level (assessment of stereotype knowledge) and motivational level (subjective assessment of satisfaction with the teaching realized). The students (N=71) were separated into two groups (N1=41, N2=30), and they attended lectures in developmental psychology, which were presented to them in two defined ways (the classic method and cooperative method in small groups). The second, smaller group of students was divided into two yet smaller groups (15 students in each). Before and after the teaching process (two months elapsed comprising 8 lectures and 8 workshops) the measuring instruments previously mentioned were used to carry out the examinations. The results of the variance analysis indicate that there is a difference in the quantity of stereotypes, which were considerably higher with traditional education. Significantly greater satisfaction with the way the teaching was carried out was expressed by students in the cooperative teaching method group. The different effects of teaching could be explained by intrinsic motivation, which developed during cooperative teaching.Ziel dieser Untersuchung war, am Beispiel von Studenten die Auswirkungen klassischer Unterrichtsweise mit der Kooperation in Gruppen zu vergleichen. Die Auswirkungen wurden auf kognitiver Ebene (Bewertung stereotypen Wissens) und auf dem Plan der Motivation (subjektive Einsch├Ątzung der Zufriedenheit mit dem realisierten Unterricht) gepr├╝ft. Die Studenten (N = 71) wurden in zwei Gruppen geteilt (N1 = 41, N2 = 30). Das Lehrfach war Entwicklungspsychologie und wurde in den zwei definierten Weisen pr├Ąsentiert (klassisch und in kooperativer Form, d.h. in kleinen Gruppen). Die zweite, kleinere Gruppe wurde nochmals geteilt und bestand aus 2 kleinen Gruppen zu je 15 Studenten. Wissensstand und Zufriedenheit der Testpersonen wurden vor und nach dem jeweiligen Lehrgang (nach 2 Monaten bzw. nach 8 Vorlesungen und 8 Workshops) gepr├╝ft. Die Ergebnisse der Varianzanalyse verweisen auf den Schlu├č, da├č es Unterschiede gibt hinsichtlich der Menge stereotypen Wissens, das im Falle der traditionellen Lehrweise wesentlich gr├Â├čer ist. Wesentlich gr├Â├čer ist jedoch die Zufriedenheit bei Studenten, die nach der kooperativen Methode unterrichtet wurden. Diese unterschiedlichen Auswirkungen k├Ânnte man durch das Ph├Ąnomen intrinsischer Motivation erkl├Ąren, welche sich im Verlauf einer kooperativen Unterrichtsweise entwickelt

    Sozialer R├╝ckhalt bei Altersgenossen und seine Rolle im gemeinsamen Umgang von Pr├Ąadoleszenten und Adoleszenten, die sich einsam f├╝hlen

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    Cilj je ovog istra`ivanja ispitati odnos izme|u usamljenosti kao emocionalnoga korelata prilagodbe i kvalitete vr{nja~kih odnosa. Ispitivanje je provedeno na djeci od 10 i 12 godina i ponovljeno je na istoj djeci nakon dvije godine (12 i 14 godina). Polaze}i od pretpostavke da je osje}aj usamljenosti rezultat deficita u socijalnim odnosima i Sullivanove teorije o interpersonalnim odnosima, u radu polazimo od hipoteze da je predadolescencija i adolescencija razvojno razdoblje u kojem va`no mjesto zauzima potreba za intimnosti, koju dijete zadovoljava u interakciji s najboljim prijateljem. Stoga sigurnost, ljubav, podr{ka koju dijete zadovoljava u odnosu s prijateljem onemogu}uje pojavu usamljenosti. U ispitivanju su rabljene skale koje mjere odnos s prijateljem i skala koja mjeri emocionalnu usamljenost. Rezultati istra`ivanja upu}uju na zaklju~ak da postoji zna~ajna korelacija izme|u usamljenosti i kvalitete prijateljstva te socijalne podr{ke u prvom i u drugom ispitivanju, dok kod mla|eg uzrasta (prvo mjerenje) zna~ajno mjesto zauzimaju i drugi aspekti odnosa s vr{njacima. Percepcija socijalne podr{ke zna~ajan je prediktor osje}aja usamljenosti kod oba uzrasta, dok je reciprocitet zna~ajan prediktor samo kod skupine mla|e djece. Mo`emo zaklju~iti da je zadovoljstvo vr{nja~kim odnosima va`no u do`ivljaju osje}aja usamljenosti, a najzna~ajnije mjesto zauzima do`ivljaj socijalne podr{ke. Dobiveni rezultati interpretiraju se u okviru Sullivanove teorije interpersonalnih odnosa (Sullivan, 1953.).The aim of this research was to examine the relation between loneliness as an emotional correlate of adjustment and peer relationships. The samples consisted of 151 school children, 10 and 12 years old. The research was repeated after two years on the same samples. The initial hypothesis of the investigation was that loneliness is the result of deficient social relations, especially relations with peers in preadolescence and adolescence when the need for intimacy is stressed. According to Sullivan\u27s interpersonal theory, the child satisfies the need for intimacy in interaction with a friend. Therefore the security, love and support which the child gets in its relationship with friends prevents loneliness. Several aspects of the quality of friendship were assessed: friendship quality, perception of social support, reciprocity of friendship and mutuality. The indicator for the quality of loneliness was the feeling of emotional loneliness. The findings suggest significant correlations between emotional loneliness and friendship quality and perception of social support in both measurings. In young children (first measuring) a significant position is taken by other aspects of peer relationships. Perception of social support was a significant predictor of feeling of loneliness in both measurings, and reciprocity of friendship was a significant predictor only in the first measuring. A significant gender difference in friendship relationships and feeling of loneliness was found. It can be concluded that satisfaction with peer relationships has a significant place in the feeling of loneliness, and especially the perception of social support. The findings of this research are discussed within the context of the Interpersonal theory (Sullivan, 1953).Mit dieser Arbeit sollte der Bezug zwischen Abkapselung als eines emotionellen Korrelats der Anpassung einerseits und der Qualit├Ąt des gemeinsamen Umgangs von Altersgenossen andererseits untersucht werden. Die Untersuchung wurde an Kindern im Alter von 10 und 12 Jahren durchgef├╝hrt und nach zwei Jahren in derselben Gruppe von Kindern (nun im Alter von 12 und 14 Jahren) wiederholt. Die Autorin geht aus von der Einstellung, dass das Gef├╝hl der Einsamkeit aus mangelndem sozialem Umgang mit anderen resultiert, sowie von Sullivans Theorie interpersonaler Verh├Ąltnisse. Vor diesem Hintergrund wird die Hypothese aufgestellt, dass Pr├Ąadoleszenz und Adoleszenz ein Entwicklungsabschnitt sind, in dem das Bed├╝rfnis nach Intimit├Ąt einen wichtigen Stellenwert hat, und das Kind befriedigt dieses Bed├╝rfnis im Umgang mit seinem besten Freund / seiner besten Freundin. Sicherheit, Liebe und sozialer R├╝ckhalt beim besten Freund / bei der besten Freundin sind daher die besten Mittel, um eine Abkapselung zu verhindern. Bei dieser Untersuchung wurden Skalen eingesetzt, deren eine das Verh├Ąltnis zum Freund ermitteln (Freundschaftsskala, Skala zur Wahrnehmung des sozialen R├╝ckhalts, Skala zur Einsch├Ątzung der Reziprozit├Ąt des Freundschaftsverh├Ąltnisses), w├Ąhrend anhand einer weiteren Skala die emotionale Einsamkeit gemessen werden sollte. Die Untersuchungsergebnisse legen den Schluss nahe, dass bei der ersten wie auch der zweiten Untersuchung (zwei Jahre sp├Ąter) eine bedeutsame Korrelation besteht zwischen der Einsamkeit einerseits und der Qualit├Ąt von Freundschaftsverh├Ąltnissen und dem sozialen Umgang andererseits, w├Ąhrend bei der j├╝ngeren Generation (erste Untersuchung) auch andere Aspekte im Verh├Ąltnis zu den Altersgenossen einen wichtigen Stellenwert einnehmen. Die Wahrnehmung des sozialen R├╝ckhalts war in beiden Untersuchungen ein wichtiger Pr├Ądiktor f├╝r das Gef├╝hl der Einsamkeit, w├Ąhrend die Reziprozit├Ąt nur bei den j├╝ngeren Kindern (erste Messung) ein bedeutender Pr├Ądiktor war. Man kann schlie├čen, dass die Einsch├Ątzung des Verh├Ąltnisses zu den Altersgenossen wesentlich dazu beitragen kann, ob sich ein Kind einsam f├╝hlt oder nicht. Die wichtigste Rolle spielt jedoch das Gef├╝hl, R├╝ckhalt im sozialen Umfeld gefunden zu haben. Die gewonnenen Untersuchungsergebnisse werden im Rahmen von Sullivans Theorie der interpersonalen Verh├Ąltnisse (Sullivan, 1953) interpretiert

    THE FEELING OF LONELINESS AND SOCIAL BEHAVIOUR OF SCHOOL CHILDREN IN THE CONTEXT OF SOCIAL INTERACTION

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    Cilj istra┼żivanja je utvrditi da li kvaliteta interakcije s vr┼ínjacima mo┼że objasniti osje─çaj usamljenosti i pona┼íanje predadolescenata i adolescenata. Teorijsku osnovu ─Źini Sullivanova interpersonalna teorija u kontekstu koje su rezultati i interpretirani. Rezultati ukazuju na zaklju─Źak o zna─Źajnoj povezanosti izme─Ĺu kvalitete interakcije u dijadi, osje─çaja usamljenosti, agresivnog i prosocijalnog pona┼íanja. Kvaliteta interakcije s najboljim prijateljem zna─Źajan je prediktor usamljenosti, te prosocijalnog i agresivnog pona┼íanja. Adolescenti koji kvalitetu dijadne interakcije procjenjuju vi┼íom osje─çaju se manje usamljeno i u repertoaru pona┼íanja koriste prosocijalne obrasce pona┼íanja, za razliku od adolescenata koji nisu zadovoljni interakcijom s najboljim prijateljem i koji pokazuju vi┼íu razinu usamljenosti, a u repertoaru pona┼íanja koriste agresivno pona┼íanje. Utvr─Ĺene su i spolne razlike. Mladi─çi se osje─çaju usamljenije od djevojaka i ─Źe┼í─çe koriste agresiju u svom pona┼íanju. Djevojke se osje─çaju manje usamljeno i prosocijalno pona┼íanje je ─Źe┼í─çe u repertoaru njihovog pona┼íanja.The aim of the research is to determine whether the quality of interaction with peers can explain the feeling of loneliness and the behaviour of preadolescents and adolescents. SullivanÔÇÖs interpersonal theory, in the context of which the results have been interpreted, provides the theoretical basis. The results point to the conclusion that there is a considerable connection between quality of interaction in dyad, feeling of loneliness, aggressive and pro-social behaviour. Quality of interaction with the best friend is an important indicator of loneliness and pro-social and aggressive behaviour. Adolescents who assess the quality of dyad interaction as higher feel less lonely and use pro-social patterns of behaviour in the behaviour repertoire, unlike the adolescents who are not satisfied with the interaction with their best friends and who show a higher level of loneliness and use aggressive behaviour. Gender differences have also been determined. Boys feel lonelier than girls and more frequently use aggression in their behaviour. Girls feel less lonely and pro-social behaviour is more frequent in their behaviour repertoire

    Dimensionen des Familienlebens als Pr├Ądiktoren des Verh├Ąltnisses von Schulkindern zu ihren Altersgenossen

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    Cilj ovoga ispitivanja je istra┼żiti povezanost izme─Ĺu odnosa roditelj-dijete i djetetovih vr┼ínja─Źkih odnosa. Predlo┼żeni model pretpostavlja da je kvaliteta odnosa s roditeljima povezana sa slikom o sebi koja dalje utje─Źe na uspje┼ínu integraciju djeteta u svijet vr┼ínjaka. U ispitivanju je sudjelovalo 263 djece (10-14 godina). Kvaliteta interakcije roditelj-dijete promatrana je uz pomo─ç prihva─çanja i odbijanja od oba roditelja. Vr┼ínja─Źki odnosi promatrani su u kvaliteti odnosa u dijadi, prihva─çanju i odbijanju od vr┼ínjaka. Slika o sebi uklju─Źuje op─çe i socijalno samopo┼ítovanje. Rezultati upu─çuju na zaklju─Źak da je prihva─çanje od oca prediktivno za kvalitetu odnosa u dijadi i za odbijanje od vr┼ínjaka. Djetetova slika o sebi ima medijatorsku ulogu u obja┼ínjavanju povezanosti izme─Ĺu obiteljske interakcije, osobito prihva─çanja od oca i interakcije s vr┼ínjacima. Pozitivna slika o sebi i toplo roditeljstvo u kojem vlada potpora povezani su s kvalitetom vr┼ínja─Źkih odnosa.In this study we examined the link between the parent-child relationship and the child\u27s relationship with peers. The proposed model assumes that the quality of the parent-child relationship affects the child\u27s self-concept, which in turn affects the child\u27s integration into the world of peers. The sample consisted of 263 children (10ÔÇô14 years of age). The quality of the parent-child relationship was assessed by mother\u27s and father\u27s acceptance and rejection. Peer relationships were assessed by the quality of friendship and peer acceptance and rejection. The measure of the child\u27s self-concept included general and social self-esteem. The results suggest that the father\u27s acceptance predicts friendship quality and peer rejection. The child\u27s self-concept serves as a mediating role in the relationship between the parent-child interaction, especially the father\u27s acceptance, and involvement with peers. The results suggest that a positive self-concept and warm supportive parenting are related with peer relationship quality.Das Ziel dieser Untersuchung war, den Zusammenhang zwischen dem Eltern-Kind-Verh├Ąltnis und dem Verh├Ąltnis des Kindes zu seinen Altersgenossen zu ermitteln. Das suggerierte Modell geht davon aus, dass das Verh├Ąltnis zu den Eltern mit der Vorstellung, die das Kind von sich selbst hat, in Zusammenhang steht; dieses Pers├Ânlichkeitsbild wiederum bedingt die erfolgreiche Integrierung des Kindes in das Umfeld der Altersgenossen. An der Untersuchung nahmen 263 Kinder (10ÔÇô14 Jahre) teil. Die Qualit├Ąt der Interaktion zwischen Eltern und Kind wurde anhand der Mechanismen Akzeptanz bzw. Ablehnung vonseiten der Eltern untersucht. Das Verh├Ąltnis zu Altersgenossen wurde aufgrund von Zweierbeziehungen (Dyaden) betrachtet, wiederum ausgehend von den Faktoren Akzeptanz und Ablehnung. Die Vorstellung, die das Kind von sich selbst gewinnt/hat, schlie├čt ein allgemeines und gesellschaftsbezogenes Selbstwertgef├╝hl mit ein. Die Untersuchungsergebnisse lassen darauf schlie├čen, dass das Akzeptiert- Werden vonseiten des Vaters pr├Ądiktiv ist f├╝r die Qualit├Ąt des Verh├Ąltnisses, das das Kind in einer Dyade aufbauen wird, ebenso f├╝r die Ablehnung, die das Kind vonseiten seiner Altersgenossen erf├Ąhrt. Die Vorstellung von sich selbst hat eine Vermittlerrolle bei Erkl├Ąrungsversuchen, die den Zusammenhang zwischen der famili├Ąren Interaktion, zumal dem Akzeptiert-Werden durch den Vater, und der Interaktion mit Gleichaltrigen beleuchten sollen. Ein solides Selbstwertgef├╝hl, ein warmes Zuhause, in dem Liebe und Unterst├╝tzung vermittelt werden, stehen mit der Qualit├Ąt der Beziehungen zu den Altersgenossen in engem Zusammenhang

    Religiosity and some Dimensions of Psychological Well-being in Young People

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    Cilj ovog istra┼żivanja bio je istra┼żivanje uloge religioznosti u psiholo┼íkoj dobrobiti mladih. U tu svrhu povedeno je istra┼żivanje na mladima prosje─Źne dobi 20,74 godina (N=129). Primijenjeni su sljede─çi mjerni instrumenti: Skala zadovoljstva ┼żivotom, Skala smisla ┼żivota, Kratka ljestvica religioznosti i Ljestvica slaganja s temeljnim na─Źelima Biblije i Katoli─Źke crkve. Rezultati provedenog istra┼żivanja vode zaklju─Źku da je ve─çina mladih religiozna, odnosno da se sla┼że s temeljnim biblijskim na─Źelima nauka Katoli─Źke crkve. Rezultati testiranja razlike u zadovoljstvu ┼żivotom s obzirom na stupanj slaganja s temeljnim na─Źelima Biblije i Katoli─Źke crkve pokazuju da su mladi koji se vi┼íe sla┼żu s tim na─Źelima zadovoljniji ┼żivotom. Nadalje, zadovoljstvo ┼żivotom pozitivno je povezano sa procjenom smisla ┼żivota, religiozno┼í─çu i slaganjem s temeljnim na─Źelima Katoli─Źke crkve. Rezultati regresijske analize pokazuju da su smisao ┼żivota i slaganje s temeljnim na─Źelima Biblije i Katoli─Źke crkve zna─Źajni prediktori zadovoljstva ┼żivotom.The aim of this research study was to investigate the role of religiosity in the psychological well-being of young people. For that purpose, a research study was conducted among young people of the average age of 20.74 (N=129). The following measurement instruments were applied: Life Satisfaction Scale, Purpose in life Scale, Short Religiosity Scale, and the Scale of Agreement with the Basic Principles of the Bible and the Catholic Church. The results of the conducted study lead to the conclusion that the majority of young people are religious, i.e. that they agree with the basic biblical principles of the teachings of the Catholic Church. The results of the testing with regard to the difference in life satisfaction with reference to the level of agreement with the basic principles of the Bible and the Catholic Church indicate that the young people who agree with those principles to a greater extent are more satisfied with their life. Furthermore, life satisfaction has a positive correlation with the estimation of the purpose in life, religiosity, and the agreement with the basic principles of the Catholic Church. The results of the regression analysis indicate that the purpose in life and the agreement with the basic principles of the Bible and the Catholic Church are significant predictors of life satisfaction

    Life satisfaction and health assessment in older people

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    Cilj ovoga istra┼żivanja bio je utvrditi ulogu spola, dobi, te zdravstvenoga statusa u zadovoljstvu ┼żivotom u osoba starije ┼żivotne dobi. U tu svrhu provedeno je istra┼żivanje na uzorku od 260 osoba starije ┼żivotne dobi smje┼ítenih u domu za starije i nemo─çne. Primijenjena je Skala zadovoljstva ┼żivotom, te Skala anksioznosti i depresivnosti. Op─ça procjena zdravlja dobivena je temeljem procjene na jednoj tvrdnji. Temeljem rezultata istra┼żivanja, mo┼żemo zaklju─Źiti da ne postoje razlike s obzirom na spol niti dob u zadovoljstvu ┼żivotom. Tako─Ĺer, utvrdili smo da je procjena zadovoljstva ┼żivotom blago pomaknuta prema vi┼íim vrijednostima, te da je zadovoljstvo ┼żivotom zna─Źajno povezano sa svim mjerama zdravlja. Provjeravaju─çi prediktivnu vrijednost razli─Źitih aspekata zdravlja, anksioznost i depresivnost izdvojile su se kao varijable koje zna─Źajno doprinose obja┼ínjenju zadovoljstva ┼żivotom kod osoba starije ┼żivotne dobi.The aim of this research was to establish the role of gender, age and health condition in satisfaction with life in older people. A research was thus performed on a sample of 260 older people in a home for the elderly and helpless. The Life satisfaction scale and Anxiety and depression scale were applied. General health assessment was acquired on the basis of assessment on one claim. Based on the research results, we can come to the conclusion that there are no differences with reference to gender or age in satisfaction with life. We have also established that the satisfaction with life assessment has slightly been shifted to higher values and that satisfaction with life is significantly connected with all health measures. In checking the predictive value of different health aspects, anxiety and depression have been separated as variables that significantly contribute to explaining satisfaction with life in older people

    Peer violence in adolescence in the context of parental behavior

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    Cilj ovog istra┼żivanja bio je ispitati spolne razlike i u─Źestalost vr┼ínja─Źkog nasilja kod adolescenata. U istra┼żivanju je sudjelovalo 172 u─Źenika sedmih i osmih razreda osnovnih ┼íkola u Rijeci. Primijenjeni su sljede─çi mjerni instrumenti: Skala vr┼ínja─Źkog nasilja (Rimac i sur., 2012), Skala percepcije roditeljskog pona┼íanja (Macuka, 2007). Rezultati pokazuju da ne postoji zna─Źajna razlika u do┼żivljenom i po─Źinjenom vr┼ínja─Źkom nasilju obzirom na rod. Skoro 3% u─Źenika je vrlo ─Źesto, a 11,38 ponekad izlo┼żeno vr┼ínja─Źkom nasilju. Ponekad je po─Źinilo vr┼ínja─Źko nasilje 11,45% u─Źenika. Najzastupljenije je psiholo┼íko nasilje, osobito ogovaranje. Rezultati istra┼żivanja tako─Ĺer upu─çuju na zaklju─Źak o zna─Źajnoj povezanosti vr┼ínja─Źkog nasilja, osobito do┼żivljenog, s razli─Źitim dimenzijama roditeljskog pona┼íanja i mogu─çnosti razlikovanja roditeljskog pona┼íanja obzirom na u─Źestalost vr┼ínja─Źkog nasilja.The aim of this research was to analyse adolescentsÔÇÖ gender differences and the frequency of individual forms of peer violence. The research included 172 elementary school students from Rijeka. The instrument includes: Peer violence scale (Rimac i sur., 2012), Perception of parent behaviour scale (Macuka, 2002). Results show that gender difference was not found in the experienced and committed peer violence. Almost 3% students experience violence very often, and 11,38 sometimes. 11,45% students was sometimes perpetrators of peer violence. The most common is psychological violence, especially gossip. The study results also suggest a significant association between peer violence, especially experienced, with different dimensions of parental behaviour, and the ability to differentiate parental behaviour considering the prevalence of peer violence

    PARENTAL BEHAVIOUR AND ADOLESCENT BEHAVIOURAL PROBLEMS

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    Roditeljsko pona┼íanje zna─Źajan je za┼ítitni i/ili rizi─Źni faktor za nastanak psihi─Źkih problema tijekom djetinjstva i mladena┼ítva te je zna─Źajno povezano sa psihosocijalnom prilagodbom. Ovim istra┼żivanjem poku┼íali smo odgovoriti na pitanje o ulozi roditeljskog pona┼íanja u obja┼ínjenju problema u pona┼íanju kod adolescenata. U istra┼żivanju je sudjelovalo 172 u─Źenika prosje─Źne dobi 13,5 godina. U svrhu mjerenja roditeljskog pona┼íanja kori┼ítena je Skala percepcije roditeljskog pona┼íanja koja mjeri tri dimenzije roditeljskog pona┼íanja: odbacivanje, prihva─çanje i kontrolu. Za procjenu problema u pona┼íanju kori┼ítena je Skala samoprocjene pona┼íanja mladih koja mjeri internalizirane i eksternalizirane probleme u pona┼íanju. Rezultati istra┼żivanja upu─çuju na zaklju─Źak o va┼żnosti roditeljskog pona┼íanja za razumijevanje problema u pona┼íanju kod mladih. Zabilje┼żene su spolne razlike u internaliziranim problemima u smjeru ve─çe u─Źestalosti kod djevoj─Źica. Od dimenzija roditeljskog pona┼íanja istaknula se psiholo┼íka kontrola koja dolazi od oba roditelja. Dobiveni rezultati tuma─Źe se u kontekstu teorije socijalnog u─Źenja.Parental behaviour is a significant protective factor and/or risk factor during childhood and adolescent years possibly leading to psychological problems and it is closely connected with psychosocial adjustment. This research paper attempts to establish whether parental behaviour plays a role in explaining adolescent behavioural problems. The research was conducted on 172 students with an average age of 13.5 years. Parental behaviour was measured according to the Perceived Parental Behaviour Scale that recognises three dimensions of parental behaviour: rejection, acceptance and control. With regard to behavioural problems, the Youth Self Report Scale was used to measure internalised and externalised behavioural problems in children aged between six and eighteen years. The results point out the importance of parental behaviour when determining the origination of adolescent behavioural problems. Furthermore, the research shows that internalised behavioural problems are more prevalent in girls. With regard to different dimensions of parental behaviour, psychological control coming from both parents was the most prominent one. The results are further interpreted in the context of social learning theory

    Schwindeln und Mogeln an Mittelschulen in Kroatien und Bosnien und Herzegowina

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    Fenomen varanja u ┼íkolama u Hrvatskoj sveprisutan je, ali se o njemu malo govori, a jo┼í manje istra┼żuje. Cilj ovoga istra┼żivanja bio je utvrditi prevalenciju i prihvatljivost varanja, razloge zbog kojih se varanje javlja te postojanje eventualnih razlika u varanju s obzirom na dr┼żavu u kojoj u─Źenici ┼żive i stav o prihvatljivosti varanja. Ispitivanje je provedeno na uzorku od 390 u─Źenika srednjih ┼íkola u Republici Hrvatskoj (Zadar) i 353 u─Źenika srednjih ┼íkola u Bosni i Hercegovini (┼Żep─Źe). U─Źenici su tijekom jednoga ┼íkolskog sata popunili Upitnik sociodemografskih obilje┼żja, Skalu varanja, Skalu razloga varanja i Upitnik percepcije socijalne nepravde. Rezultati su pokazali da je varanje u srednjim ┼íkolama visoko zastupljeno i u Hrvatskoj i u Bosni i Hercegovini. Razlozi zbog kojih se varanje javlja dijele se u dvije skupine: internalni i eksternalni. U─Źenici u Republici Hrvatskoj skloniji su varanju u ┼íkoli i varanje im je prihvatljivije nego u─Źenicima u Bosni i Hercegovini. Oni u─Źenici kojima je varanje prihvatljivije vi┼íe varaju (u obje dr┼żave), ┼íto je u skladu s Turielovim modelom moralnosti koji pretpostavlja da u─Źenici na varanje ne gledaju kao na problem moralnosti, nego kao na jednostavno kr┼íenje dru┼ítvenih normi.School cheating in Croatia is a widespread phenomenon, but it is little spoken of, and even less investigated. The aim of this research was to determine the prevalence and acceptability of cheating, reasons why it occurs, the existence of possible differences in cheating considering the states where the students come from and the attitude toward the acceptability of cheating. The research was conducted on a sample of 390 students of high schools in the Republic of Croatia (in Zadar) and 353 students of high schools in Bosnia and Herzegovina (in ┼Żep─Źe). During one school hour students completed The Demographic Data Questionnaire, Scale of Cheating, Scale of Reasons for Cheating and The Social Injustice Questionnaire. The results showed that high school cheating is very frequent both in Croatia and in Bosnia and Herzegovina. The reasons for cheating can be divided into two groups: internal and external. The students in the Republic of Croatia tend to cheat more, and cheating is more acceptable to them than to the students in Bosnia and Herzegovina. The students who approve of cheating are more susceptible to cheating (in both states), which is in accordance with Turiel\u27s model of morality which supposes that students do not perceive cheating as a problem of morality, but rather as a simple disobedience of social norms.Schwindeln und Mogeln ist an kroatischen Schulen gang und g├Ąbe, wird jedoch kaum thematisiert, geschweige denn erforscht. Die Verfasserinnen haben es sich zum Ziel gemacht, Pr├Ąvalenz und Akzeptanz der Mogeleien zu erforschen, ferner die zugrunde liegenden Ursachen, eventuelle landesspezifische Unterschiede und die Einstellung zur Akzeptanz von Mogelman├Âvern. An der Untersuchung nahmen 390 Sch├╝ler aus verschiedenen Mittelschulen* in Kroatien (Zadar) und 353 Mittelsch├╝ler aus Bosnien und Herzegowina (┼Żep─Źe) teil. Die Probanden wurden gebeten, w├Ąhrend einer Schulstunde verschiedene Fragebogen auszuf├╝llen, so einen Fragebogen zur Ermittlung soziodemografischer Merkmale, ferner eine Skala zur Einsch├Ątzung von Schwindeln und Mogeln, eine Skala zur Benennung von Gr├╝nden sowie einen Fragebogen zur Ermittlung der Wahrnehmung von sozialer Ungerechtigkeit. Die Untersuchungsergebnisse zeigen, dass Schwindeln und Mogeln unter den Mittelsch├╝lern sowohl Kroatiens als auch Bosniens und Herzegowinas weit verbreitet sind. Die angef├╝hrten Gr├╝nde teilen sich in zwei Gruppen: interne und externe Gr├╝nde. Kroatische Mittelsch├╝ler zeigen eine st├Ąrkere Neigung zu Mogelman├Âvern als ihre bosnischherzegowinischen Kollegen, auch finden sie sie in h├Âherem Ma├če akzeptabel. Sch├╝ler mit erh├Âhter Toleranz gegen├╝ber Mogeln und Schwindeln praktizieren dies auch mehr (in beiden L├Ąndern). Dies best├Ątigt das Moralit├Ątsmodell nach Turiel, das von der Hypothese ausgeht, dass Sch├╝ler Mogeln und Schwindeln nicht als Moralit├Ątsproblem betrachten, sondern einfach als Versto├č gegen gesellschaftliche Normen
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