The influence of social capital on an individual’s educational achievements is the subject of numerous scientific papers. Research on social capital is most frequently based on Coleman’s (1988) or Bourdieu’s (1986) theories of capital, which are related to different paradigms of social theory: whereas Coleman’s approach has its roots in structural functionalism, Bourdieu’s approach contains elements of conflict theory. A number of authors, starting with Bourdieu, attempt to explain and prove that, when connected with the education of individuals, the activity of social capital facilitates social reproduction. Other authors support the notion that social capital is, in fact, a powerful weapon that encourages social mobility. A third group of researchers emphasise that neither of these approaches in isolation can entirety explain the influences of social capital on an individual’s education (Ho, 2003). The present paper offers a review of research focusing on the influences of social capital on educational achievements, while outlining the fundamental differences between the two theoretical approaches that are most frequently used for research of this topic. The aim of the paper is to explain the influence of social capital on an individual’s educational achievements under Bourdieu’s and Coleman’s theoretical concepts, and to establish whether combining the approaches is possible. The conclusion and arguments show that it is legitimate to use all three theoretical approaches.

The purpose of the study is to examine the moderating effect of age on gender differences in teachers' self-efficacy for using information and communication technology (ICT) in teaching as well as possible variables underlying this effect. Following Bandura's conceptualisation of selfefficacy, we defined teachers' self-efficacy as their confidence in performing specific tasks that require the integration of ICT into the teaching practice. The study was conducted via an online questionnaire on a sample of 6613 elementary and upper secondary school teachers in Croatia. The hierarchical multiple regression analysis was applied. The findings indicate minor gender differences in self-efficacy for using ICT that are more prominent among older teachers and practically nonexistent among younger teachers. These effects remain statistically significant after controlling for the type of school where the teacher works, perceived technical and professional support for using ICT in school, and frequency of use of computer programmes in teaching. The interaction effect ceases to be statistically significant after the introduction of length of computer use in teaching and/or attitudes towards computers in the model, indicating that these two variables have a role in low self-efficacy for using ICT among older female teachers. A similar level of self-efficacy for using ICT among young male and female teachers is an encouraging finding which could hopefully be followed by gender equality in other aspects of ICT use. The findings suggest that strategies for enhancing ICT self-efficacy should be particularly targeted at older female teachers. This study contributes to a better understanding of the underresearched topic of gender differences in teacher's ICT self-efficacy.

A variety of measurement instruments which are used for researching different aspects of the use of ICT for educational purposes are available. However, construct validity of these instruments are often not checked and therefore their application is not always suitable. The aim of this research was to check the construct validity of the questionnaire used for measuring technical and socio-psychological factors affecting the frequency of ICT use among Croatian elementary school teachers in Zagreb (N=413) and the ways in which it is used. Questionnaire construct validity was proved by means of factor analysis which yielded four easily interpretable factors with a high degree of reliability. Key words: education; elementary school teachers; ICT.---SažetakPostoji niz mjernih instrumenata kojima se ispituju različiti aspekti korištenja informacijsko-komunikacijskom tehnologijom u edukativne svrhe. Međutim, konstruktna valjanost tih instrumenata često se ne provjerava pa njihova primjena nije uvijek prikladna. Cilj ovoga istraživanja jest provjeriti konstruktnu valjanost upitnika kojim se ispituju tehnički i socio-psihološki čimbenici koji utječu na načine i učestalost korištenja ICT-om u nastavi na uzorku hrvatskih učitelja u osnovnim školama u gradu Zagrebu (N=413). Konstruktna valjanost instrumenta dokazana je na temelju faktorske analize koja je rezultirala s četiri faktora visoke pouzdanosti koje je lako interpretirati.Ključne riječi: ICT; nastava; učitelji osnovnih škola.

In line with the theory of planned behaviour, different factors influencing the formation of attitudes and beliefs indirectly affect the intentions that determine an individual’s behaviour. Hence, it is important to examine the factors affecting the attitudes of preschool teachers towards children’s gender roles considering that their own understanding of gender roles influences their behaviour towards children in kindergarten (which can be in agreement with the egalitarian or stereotypical attitudes of preschool teachers). Therefore, a quantitative research was conducted in Zagreb (Croatia) on a sample of 481 preschool teachers. The research was aimed at determining the effects of socio-demographic characteristics, religious (non)affiliation and personal experiences of gender discrimination during childhood on the attitudes of preschool teachers towards children’s gender roles and on the frequency of noticing unequal treatment of boys and girls in kindergarten by other preschool teachers. The findings revealed that preschool teachers who have identified themselves as non-religious or religiously non-affiliated who were brought up in larger cities, with a personal experience of gender discrimination in childhood, more frequently notice unequal treatment of boys and girls in kindergarten (by other preschool teachers). Among the mentioned variables, the strongest effect on noticing unequal treatment of boys and girls in kindergarten has the variable experience of gender discrimination during childhood which confirms greater awareness of gender discrimination among persons who experienced such discrimination. Keywords: children’s gender roles, gender equality, preschool education, preschool teachers’ attitudes.

Tekst se zasniva na rezultatima empirijskog istraživanja o primjeni informacijsko-komunikacijske tehnologije (IKT) u srednjim strukovnim školama u Zagrebu i Zagrebačkoj županiji. Analizirani su intervjui s nastavnicima (N=29) i fokus grupe s učenicima srednjih strukovnih škola (6 grupa, N=48). Ispitivalo se s kojim ciljem i na koje načine nastavnici i učenici najčešće koriste IKT, što smatraju prednostima, a što nedostacima pri korištenju IKT-a u nastavne svrhe te koji su njihovi prijedlozi za unaprjeđenje primjene IKT-a u školi. U tekstu se također analizira je li primjena IKT-a u funkciji konstruktivističke nastave. Nalazi pokazuju da nastavnici koriste IKT gotovo svakodnevno, ali u nastavi i dalje dominiraju tradicionalne metode poučavanja. Prema mišljenju nastavnika, najčešće su prepreke za adekvatnu primjenu IKT-a u nastavi nedovoljna informatička opremljenost škola, zastarjeli školski kurikulumi te manjkavosti u formalnom obrazovanju, kao i u dodatnim edukacijama nastavnika koje ih ne pripremaju na prikladan način za primjenu IKT-a u nastavi. Osim navedenog, nastavnici ističu i nedostatak vremena te niske prihode zbog kojih često nisu motivirani za kompleksnije načine korištenja IKT-a u nastavi.