Athletes often report on the experiences of absolute dedication and flow that represent an extraordinary experience and act motivatively. Motivation is a natural product of our essential desires and needs, and the flow as a mental state relieves us of fears of judgment, which can be a motivational component of the flow model. The aim of this research was to find out to what extent perfectionism and flow are present in a group of athletes, whether perfectionism and the flow experience are linked, and which socio-demographic variables they correlate with. The research involved 50 professional athletes with participation at all competitive levels, from local level competitions to world level competitions. The instruments applied are the Multidimensional scale of perfectionism, the Questionnaire of Flow, the Semi-Structured Interview and the Questionnaire on Socio-demographic Characteristics. Through interviews, we received data on situations and emotions during the flow experience, where close to 98% of the athletes stated that they were not aware of the flow experience during its occurrence, but they could retrospectively invoke that feeling which remained the greatest and lasting trophy of their success. Almost on all sub-scales of Multidimensional scale of perfectionism, athletes achieve higher results compared to the general population. The results of the research have shown that there is no correlation between the flow experience and perfectionism, except when it comes to the connection of the flow experience with concern due to errors and this relationship is negative.
Self-presentation is an omnipresent form of behaviour that involves building a self-image in front of other people. This form of behaviour aims at structuring the impression of a person. Self-presentation explains numerous social relations and situations, but it also depends on numerous factors, primarily personality factors, as well as a number of situational factors. The main goal of this research is to examine the relationship between broad personality dimensions, operationalized by the Big Five + 2 personality model (Neuroticism, Extraversion, Aggression, Conscientiousness, Openness, Positive Valence and Negative Valence) and self-presentation. The possibility of predicting self-presentation in total, as well as some of its individual tactics, based on broad personality dimensions, is also examined. The survey uses the Big Five + 2 Personality Questionnaire and the Self-Presentation Tactics Scale. The sample included 526 respondents, average age 21.6 years (SD=2.88). Of all the examined personality dimensions, Neuroticism and Negative Self-Image have the strongest correlations with overall self-presentation. The Conscientiousness dimension records the highest number of negative correlations, while the Openness dimension records the lowest number of statistically significant correlations with the overall self-presentation and individual self-presentation tactics. As for the prediction of self-presentation, all dimensions of personality, except Openness, are important predictors, but their constellation is different in relation to the content of self-presentation tactics. The obtained findings make it possible to predict the direction of the presentation of self-image. Namely, knowing the personality traits, we can assume which self-presentation tactics will be used, especially in a situation when people are motivated to do so.
Cilj ovog istraživanja jeste utvrđivanje da li se i u kojoj meri muškarci i žene razlikuju, u odnosu na učestalost i izbor taktika self-prezentacije. U radu je korišćena skala Taktike self-prezentacije. Ta skala se sastoji od 63 ajtema koje se odnose na 12 taktika samoprezentacije: Traženje izgovora, Nalaženje opravdanja, Izbegavanje odgovornosti, Samohendikepiranje, Izvinjavanje, Zadobijanje naklonosti, Zastrašivanje, Traženje pomoći od drugih, Preuzimanje zasluga, Preuveličavanje svojih dostignuća, Šikaniranje, Davanje ličnog primera. Istraživanje je sprovedeno na uzorku od 525 ispitanika oba pola. Ispitanici oba pola najčešće koriste taktiku Zadobijanje naklonosti, a najređe taktiku Zastrašivanje. Što se tiče rodnih razlika, one su utvrđene kod 8 taktika self-prezentacije, i to u korist muškaraca, izuzev kada je u pitanju taktika Izvinjavanje, koju, žene češće koriste. Dobijene razlike se bar donekle mogu objasniti biološkim razlikama ali i kulturološkim shvatanjima, kao i specifinim očekivanjima sredine. Ključne reči: self-prezentacija, taktike, rodne razlike. UVOD Self-prezentacija jeste specifičan oblik socijalnog ponašanja koji podrazumeva proces predstavljanja određene slike o sebi (Baumeister, 1982) čiji je cilj "upravljanje utiskom koji drugi stiču o datoj osobi"(Goffman, 1959, str. 33). Retke su socijalne situacije koje dopuštaju potpunu ležernost osobe u ispoljavanju ličnosti, onakva kakva ona jeste, i obično se podrazumeva, ili je poželjno, izvesno strukturisanje slike o sebi. Ljudi se mogu predstavljati na različite načine. Selfprezentacija ne mora nužno da znači prikazivanje afirmativne slike o sebi, prikazivanje isključivo socijalno poželjnih osobina, već se osoba može predstavljati i kao manje sposobna, zavisna, agresivna i sl, a sve u skladu sa ciljem selfprezentacije. Utvrđeno je da slika koja se prikazuje drugima, u većini slučajeva visoko korelira sa slikom koju ljudi imaju o sebi, te self-prezentacija nije lažno prikazivanje, već forma ispoljavanja ličnosti. Uostalom, i na osnovu tačnih informacija o svojoj ličnosti, možemo upravljati slikom o sebi (Leary & Allen, 2011). Samo-predstavljanje u socijalnim relacijama važan je faktor uspostavljanja, održavanja i kvaliteta socijalne interakcije. Budući da je self-prezentacija u izvesnoj
The aim of this paper is to analyze the difficulties of distance education from the perspective of different actors of education (students, teachers, parents) in Serbia and to identify opportunities for overcoming or mitigating them. A qualitative research was conducted in primary and secondary schools in the wider area of Kragujevac, by interviewing students (N = 23; 7th and 8th grade of primary school and 1st, 2nd and 3rd grade of secondary schools), parents (N = 25) and teachers (N = 26). The research questions were aimed at assessing difficulties of all groups of respondents, and the obtained answers were analyzed by categories and presented within three topics: difficulties faced by respondents in the field of IT skills, learning difficulties caused by online teaching and communication difficulties among education actors. The results show that the most common difficulties are related to the organization of time and space for synchronous learning, lack of digital competencies (especially among “older teachers” and most parents), use of additional literature and learning materials, evaluation problems, as well as lack of physical activity. The most numerous and most important difficulties are the application of active learning and the realization of the expected achievements of students. The implications of the research show how to overcome or mitigate difficulties and thus improve distance and online learning and teaching, and make recommendations for post-COVID education based on these experiences.
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