RezimeVršnjačko nasilje je veoma aktuelan problem u našim školama. Cilj ovog istaživanja je da utvrdi koji prediktori -faktori rizika iz domena vaspitanja i uslova odrastanja i u kojoj meri doprinose nastanku i ispoljavanju vrš-njačkog nasilja u osnovnim školama. Ukupan uzorak činilo je 504 ispitanika, učenika osnovnih škola od trećeg do osmog razreda. U istraživanju su korišćeni sledeći instrumenti: Upitnik vaspitnih stavova, Upitnik za merenje pojavnih oblika i učestalosti vršnjačkog nasilja i Upitnik za učitelje (razredne starešine). Od varijabli obuhvaćenih ovim istraživanjem, kao bitni prediktori za ispoljavnje direktnog vršnjačkog nasilja (verbalno i fizičko) izdvojili su se pol (muški), nasilje u porodici i dominantno hladan vaspitni stav oca i majke, a za ispoljavanje indirektnog vršnjačkog nasilja (manipulativno i socijalno) izdvojili su se pol (muški), materijalno stanje u porodici i hladan vaspitni stav majke. Dobijeni rezultati mogu predstavljati značajne smernice za izradu preventivnih programa u našim školama sa ciljem uključivanja svih interesnih grupa (učenika, nastavnika, roditelja), kao i unapređivanja vaspitnih kompetencija roditelja.Ključne reči: faktori rizika, vaspitni stavovi, direktno vršnjačko nasilje, indirektno vršnjačko nasilje, osnovne škole
Man develops and changes from conception through end of its life cycle. Under development we mean series of quantitative and qualitative changes over time period that can be progressive or regressive (but not pathologicalthose changes are not subject of developmental psychology).Preschool age is period in which whole series of developmental changes occur. Child play in early childhood is dominant daily activity. Music game and the increasing attention paid to it has been a result of changing the concept of musical upbringing and education in broader professional circles. In the same time it is beyond dispute that learner-specific features are significant factors of foreign language learning and teaching. Pleasure, which is a consequence of play, is the only conscious reason of why child engage in play. Child play is the activity that is PUPIL: International Journal of Teaching, Education and Learning ISSN 2457-0648 Available Online at: http://grdspublishing.org/ 99in the same time game and work because play affects all aspects of child development (sensomotor, cognitive, emotional, moral, social, as well as speech development). In social view, play is preparation of child for life in society with others. Also, we will include classification of preschool children games, in accordance with their level of cognitive development and level of social inclusion.
Peer violence is a very current problem in schools. There are plenty of studies on the characteristics of perpetrators, while the characteristics of victims have been explored much less frequently. This research was aimed at determining the factors from the domain of upbringing and socio-demographic characteristics of the victims that contribute to the exposure to peer violence. The total sample comprised 504 primary school students. In order to determine the effect of victimological factors, hierarchical regression analysis was performed. The data obtained by the Questionnaire measuring the manifestation forms and frequency of peer violence were processed by factor analysis, which yielded the following three factors of exposure to peer violence: direct, manipulative and social. Factor scores on these factors were used as criterion variables. In the first step, the variable of gender was entered into the regression, the second set included three socio-demographic variables, and the third set of variables comprised parental upbringing styles and violent behavior in the family. The cold upbringing style of the mother was identified as an important predictor for the exposure to direct peer violence; for the exposure to manipulative peer violence - the cold upbringing attitude of the father and mother; and for the exposure to social peer violence - gender (female) and the cold upbringing attitude of the father. The results are discussed in the context of pedagogical implications of the research, i.e. the guidelines for designing prevention programmes in schools focused on enhancing parental educational competences and students’ social skills
In the paper we present the results of a research on applying a holistic approach in practice from the perspective of preschool teachers. The research was conducted during the school year 2021/2022, on a sample of 229 in-service preschool teachers from Vojvodina. The subject of the research is the preschool teachers' self-evaluation of their own knowledge, skills, valye system, and motivation regarding the application of the holistic approach in teaching preschool children. The aim is to determine the current situation relative to using this approach, as well as individual actions (supporting, expanding, modeling, encouraging children's initiatives, consulting) incorporated in the new Foundations of the Preschool Education Program - Years of Ascent (Osnove programa predškolskog vaspitanja i obrazovanja - "Godine uzleta"), for early development and learning from the point of view of the preschool teachers. The obtained results indicate that preschool teachers generally agree that using the holistic approach during an early development of children contributes to children's welfare. When it comes to individual actions, the results show that preschool teachers use supporting the most and modeling the least in their everyday work. In addition, teachers evaluate modeling and expanding as the most significant, and consulting and encouraging the least significant actions based on the holistic approach in their work with children.
A State Depression Scale was developed in order to register variations of depressive mood. The Scale has satisfactory reliability, as shown by its internal homogeneity and temporal stability. Concurrent validity of the Scale indicated that the Scale correlates with a POMS-D scale (r = 0.41; p < 0.00), and with the Depressive Personality Scale (r = 0.36; p < 0.00). Divergent validity of the Scale was tested by Scale's correlation with the two measures of state anxiety (STAI-S and POMS-A) and was shown to be unsatisfactory since it was as high as the Scale's correlation with scales of depressive affect. Principal Component Analysis extracted four factors: two broader factors, which included depressive-affective contents combined with anxious and depressive-cognitive symptoms, respectively; and another two factors which related to motivational and behavioral characteristics. Sensitivity of the Scale was tested in an experimental setting involving induction of depressive and euphoric mood. The Scale showed high ability to register changes following induction of depressive mood.
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