Kvaliteta obiteljskih i vršnjačkih odnosa kao odrednice samopoštovanja kod adolescenata

Tuce, Đenita; Kolenović-Đapo, Jadranka; Fako, Indira

doi:10.31820/pt.28.3.11

Cited by 2 publications

(2 citation statements)

References 31 publications

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“…For example, under pressure, it didn't work well, and I still have a lot of work to do when I find myself in these situations, putting theory into practice as if it were an experience and taken to action. (Student 13) Finally, the almost significant EW is a subjective question based on each person's own criteria (Loewe et al, 2014) and by the aforementioned circumstances of change in which they find themselves (Tuce & Fako, 2014). The SLP provides students with a meta-cognitive capacity, which has to do with understanding themselves in greater depth, with the search for meaning in life, and for deploying it through the values that each person freely chooses.…”

Section: Discussionmentioning

confidence: 99%

Development of Emotional Competences in Higher Education

Montalvo-García

Martí-Ripoll

Gallifa

2022

educar

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Research on emotional competence development (ECD) in university students is scarce and shows mixed results. This research establishes what is possible to expect from an optional self-leadership program (SLP) consisting of eight workshops of three hours each, and with a student-centered and experiential approach. The research method was a mixed DEXPLIS design (n=126), which is quasi-experimental ex-post-facto for the first quantitative phase, with experimental and control groups where the CDE A35 self-informed instrument of Bisquerra and Pérez-Escoda was administered, and with participation in qualitative interviews in the second phase. The results indicate global progress in ECD, more evident in intrapersonal emotional competence (EC), although the SLP has not been effective in interpersonal EC. The students perceive their ECD as being very important. In the European Higher Education Area (EHEA), ECD is part of the acquisition of generic or transversal competences, which contribute to more effective and integral training, as well as to a better preparation for the world of work.

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Section: Discussionmentioning

confidence: 99%

Development of Emotional Competences in Higher Education

Montalvo-García

Martí-Ripoll

Gallifa

2022

educar

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“…This scale is one-dimensional and measures life satisfaction as a global construct. The LSS may be justly observed as a functional unidimensional measure based on the conclusions of numerous studies where it was applied (e.g., Penezić, 2006;Ranđelović & Minić, 2012;Ranđelović & Smederevac, 2011;Reić & Penezić, 2010;Tuce & Fako, 2014). The scales used for data collection were made available by the authors without compensation or asking for permission.…”

Section: Methodsmentioning

confidence: 99%

Social loneliness, emotional loneliness and loneliness in love as predictors of life satisfaction in adolescents

Numanović,

Smailović,

Mladenović

et al. 2023

Zb Filoz fak Priština

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The primary aim of our research was to examine the impact of social loneliness, emotional loneliness and loneliness in love on life satisfaction of young people, including the variables of gender, age and material status. The study involved 200 high school students (86 female) from Novi Pazar, Serbia, 15-19 years old (M=16.76, SD=1.308). The data were collected through the scale of social loneliness, emotional loneliness and loneliness in love (SSELL) as a modified version of the scale of social and emotional loneliness among adults and the life satisfaction scale (LSS). Statistically significant impact of participants' age, material status of the family, loneliness in family and loneliness in love on life satisfaction is established. Loneliness in love is the best predictor of life satisfaction. The greater the loneliness in love, loneliness in family and material status of the family, the lower the life satisfaction. The finding that the material status of the family contributes to better socialization and a higher degree of life satisfaction is counterintuitive, given that the higher the material status of the family, the lower the life satisfaction score. There is no social loneliness in the model which predicts life satisfaction. Gender differences in terms of variables which influence life satisfaction in adolescents were established. Loneliness in love has the greatest influence on life satisfaction for men, while for female respondents, loneliness in family comes first, followed by loneliness in love. Other variables which appear in the model in the case of the undivided sample do not appear in the analysis of the subsamples by gender.

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Kvaliteta obiteljskih i vršnjačkih odnosa kao odrednice samopoštovanja kod adolescenata

Cited by 2 publications

References 31 publications

Development of Emotional Competences in Higher Education

Development of Emotional Competences in Higher Education

Social loneliness, emotional loneliness and loneliness in love as predictors of life satisfaction in adolescents

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