The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents’ school achievement. Participants were 1,024 adolescents attending Grades 5 through 8 in 20 primary schools in Croatia and one of their parents or guardians. Adolescents completed a scale assessing their self‐perceived social competence and data on their grade point average were collected. Parents completed scales measuring parental supervision and parental involvement at school and they rated their child's social competence. The results of model testing showed that parental behaviors have both direct and indirect effect on adolescents’ school achievement. Greater parental supervision and school involvement have a direct and an indirect, through their effects on child's social competence, positive effects on adolescents’ school achievement.

The purpose of this study was to examine the relationships between the amount of time that preschool children, aged 6-7 years, spend using a tablet or a smartphone for entertainment purposes, aspects of their home literacy environment (HLE), and their letter recognition ability. Participants in the study were a convenient sample of 97 children (43 girls) aged 6-7 years and one of their parents, who agreed to participate in the research during the process of school readiness assessment. Children completed a letter recognition test, while parents filled out a questionnaire in which they gave estimates of the amount of time their child typically spends using a tablet or a smartphone for entertainment purposes during a typical week and completed a scale assessing their HLE. The results show that a smaller amount of time that children spend using a tablet or a smartphone for entertainment purposes during a typical week, higher education level of mothers, and more frequent parental engagement in interactive reading with children are positively related to children's letter recognition. However, more frequent interactive reading with the child was the only significant predictor of better letter recognition. The findings point to the importance of time spent using digital devices for entertainment purposes by preschool children, as well as the quality of their home environment, in literacy development.

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Cilj je rada bio provjeriti jesu li nada i samopoštovanje moderatori i/ili medijatori u odnosu doživljenoga ekonomskog pritiska i zadovoljstva životom adolescenata. U istraživanju je sudjelovalo 348 djece (219 djevojaka) prosječne dobi od 15 godina iz sedam osnovnih i četiri srednje škole s područja Grada Zagreba i okolice. Za mjerenje doživljaja ekonomskoga pritiska upotrijebljeno je osam pokazatelja ekonomskih ograničenja iz Upitnika odgovora na stres (Wadsworth i Compas, 2002). Nada je mjerena Skalom nade za djecu (Snyder i sur., 1997), samopoštovanje kratkom verzijom Rosenbergove skale samopoštovanja (Rosenberg i sur., 1989), a zadovoljstvo životom Kratkom multidimenzionalnom skalom zadovoljstva životom za djecu (Selingson i sur., 2003). Rezultati pokazuju kako samopoštovanje nije moderator nego djelomičan medijator u odnosu ekonomskoga pritiska i zadovoljstva životom djevojaka. Nada se također pokazala kao djelomičan medijator, a ne moderator, u odnosu ekonomskoga pritiska i zadovoljstva životom djevojaka i mladića. Dobiveni nalazi pokazuju da se dio negativnog učinka ekonomskog pritiska na zadovoljstvo životom adolescenata može objasniti nepovoljnim učinkom ekonomskoga pritiska na samopoštovanje i nadu kod adolescenata, odnosno smanjivanjem samopoštovanja i nade.Ključne riječi: adolescenti, ekonomski pritisak, samopoštovanje, nada, zadovoljstvo životom Barbara Brdovčak, Hrvatsko katoličko sveučilište,