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Odnos med šolo in starši predstavlja enega ključnih dejavnikov, od katerega je odvisen otrokov vzgojno-izobraževalni uspeh. Zato so v prispevku prikazana nekatera znanstvena spoznanja, ki obravnavajo problematiko odnosa med šolo (učitelji) in starši. Predvsem smo želeli prikazati, da je za učenčev optimalni vzgojno-izobraževalni uspeh potrebno partnersko sodelovanje šole in staršev, ki temelji na zaupanju, medsebojnem spoštovanju, upoštevanju drug drugega, upoštevanju individualnosti in oblik sodelovanja, v katerih lahko starši aktivno sodelujejo s šolo. V nadaljevanju predstavljamo dejavnike, ki negativno in pozitivno vplivajo na odnose med šolo in starši, na koncu prispevka pa še načrte za izboljšanje odnosa med starši in šolo, ki temeljijo predvsem na stalni podpori učiteljem s strokovnimi izpopolnjevanji in drugimi oblikami izobraževanja. The relationship between schools and parents is one of the key factors for the educational success of a chi Id. Thus some scientific statements that deal with problems in the relationship between school (teachers) and parents are shown in the article. This is the main reason we wanted to show the importance of cooperation between schools and parents, which is based on trust, mutual respect, consideration of one another, consideration of individuality and forms of cooperation. It is an opportunity for parents to actively cooperate with schools. Later in the article we describe the negative and positive factors that can influence the relationship between schools and parents. The end of the article describes plans for improving the relationship be-tween schools and parents, which are based on constant support of teachers, professional training and other forms of education.

Članek obravnava pojav stresa in poklicne izgorelosti pri šolskih svetovalnih delavcih to doslej pri nas še ni bilo sistematično znanstveno raziskano. Osnovni cilj raziskave, ki je potekala v letu 2011, je bil ugotoviti, kako šolski svetovalni delavci zaznavajo stres v odnosu z učenci, starši, učitelji, ravnatelji in drugimi delovnimi obveznostmi. Raziskavo smo opravili na populaciji svetovalnih delavcev v osnovnih šolah na področju severovzhodne Slovenije. Na podlagi rezultatov študije smo ugotovili, da je delo svetovalnega delavca v osnovni šoli v celoti (splošno) gledano dokaj stresno. Podrobnejša analiza rezultatov pa je pokazala razlike pri zaznavanju stresa glede na starost: mlajši svetovalni delavci zaznavajo stres bolj intenzivno kot starejši. This article deals with the occurrence of stress and occupational burnout in school counsellors, a topic for which no systematic scientific studies have been carried out so far. The main goal of the study carried out in 2011 was to determine how counsellors perceived stress in their relationship with students, parents, teachers, principals, or with regard to other work commitments. The study was conducted on a population of school counsellors in elementary schools in north-eastern Slovenia. The results of the study showed that the work of counsellors in elementary schools as a whole (in general) was quite stressful. A more detailed analysis of the results showed differences in the perception of stress with regard to age, as younger school counsellors perceived stress more intensely than older counsellors.

Selected immune system determinants longitudinally evaluated in the patient. (DOCX 15 kb)

Ultrasound and histopathologic images of the gastric cancer. Description: (a.) Ultrasound image of a 49 × 44 mm large tumor formation in the stomach; (b., c.) histopathologic images of bioptic material from the gastric tumor demonstrating intestinal type gastric carcinoma with lamina propria invasion (Kreyberg trichrom stain, 20X magnification (b.) 100X magnification (c.)). The square in part b. indicates the area of magnification in part c. of the figure. (PDF 223 kb)

Workflow of WES filtering process with multiple filtering steps including a phenotype driven filtering. (PDF 308 kb)

Autoantibodies evaluated in the patient. (DOCX 12 kb)

Šolski svetovalni delavci so zaradi narave svojega dela pogostokrat v stresu, ta pa se lahko sčasoma ob neustreznem spoprijemanju z njim razvije tudi v poklicno izgorelost. V Sloveniji do zdaj še ni bila narejena nobena raziskava, ki bi ugotavljala zaznavo poklicne izgorelosti pri šolskih svetovalnih delavcih. Naša raziskava bo zato zapolnila vrzel na področju raziskovanja šolskega svetovalnega dela. V prispevku predstavljamo nekatera teoretična izhodišča o poklicni izgorelosti in rezultate empirične raziskave. Namen empirične raziskave je bil ugotoviti zaznavanje poklicne izgorelosti pri šolskih svetovalnih delavcih – zanimala nas je stopnja poklicne izgorelosti ter obstoj razlik glede na starost, izobrazbo in prisotnost supervizije. V raziskavi smo analizirali tri dimenzije poklicne izgorelosti pri šolskih svetovalnih delavcih, in sicer manjšo izpolnjenost, izčrpanost in depersonalizacijo. Rezultati so pokazali, da večina šolskih svetovalnih delavcev dokaj homogeno zaznava povprečno raven poklicne izgorelosti. Znotraj posameznih dimenzij poklicne izgorelosti pri šolskih svetovalnih delavcih se je izkazalo, da je najmočneje izražen občutek manjše izpolnjenosti. Prav tako se je v raziskavi pokazalo, da do največjih razlik prihaja pri dimenzijah manjša izpolnjenost in čustvena izčrpanost glede na izobrazbo in prisotnost supervizije. School counsellors are often stressed due to the nature of their work. This stress can, when unsatisfyingly treated, easily evolve to a professional burnout. In Slovenia no research with the specific aim to explore the professional burnout among school counsellors has been performed so far. Hence the aim of the present research is to compensate this shortage in the area of school counselling. The paper presents some theoretical foundations of occupational burnout and results of empirical research. The purpose of the empirical research was to determine the perceptions of occupational burnout among school counselors. We were interested in the level of occupational burnout and existing differences in terms of age, education and presence of supervision. We analysed the results of the present study according to three dimensions of occupational burnout in school counselors, namely lesser fulfilment, exhaustion and depersonalization. Results have shown that the perceived level of the avarage occupational burnout in most school counsellors is relatively homogenous. Within the individual dimensions of professional burnout among school counselors the sense of lesser fulfillment has proven to be the most strongly expressed. The study also showed that the greatest differences are seen in the dimension of lesser fulfilment and emotional exhaustion with regard to education and presence of supervision.

Heterogeneous bleeding phenotypes are observed in haemophilia A patients with the same mutation in the F8 gene. Specific mutations in the A2 domain of factor VIII are associated with mild haemophilia and a higher risk of inhibitor development. Double mutations in mild haemophilia A are rarely reported. In this study, we investigated the in vitro function of factor VIII, performing different specific and global coagulation assays, observed clinical characteristics and assessed the possible predictive diagnostic value of the differences.The clinical features of haemophiliacs with a mild phenotype were reviewed. Blood samples were obtained and analysed for mutations and coagulation assays: activated partial thromboplastin time, one-stage and chromogenic factor VIII activity, factor VIII antigen and rotational thromboelastometry.We report on a cohort of 22 patients with double Glu113Asp, Arg593Cys mutations. All our patients have a quantitative defect of factor VIII and preserved similar functional activity. Factor VIII activities measured by the one-stage or chromogenic method were not discrepant, although the chromogenic assay resulted in 20% lower factor VIII activities. Waveform analysis showed a lower maximum value of the second derivative curve (Max2) of APTT with curve shape alternation, while thromboelastometry (INTEM) showed low sensitivity in comparison to results in a normal population.In genotyping, the coexistence of a second mutation should never be excluded, especially in cases of discordant clinical presentation. Waveform analysis correlates better with factor VIII activity than thromboelastometry and the Max2 parameter could provide additional information in managing haemophilia patients. The utility of specific factor activity and global haemostatic assays in general practice still needs to be investigated.

This article deals with the occurrence of stress and occupational burnout in school counsellors, a topic for which no systematic scientific studies have been carried out so far. The main goal of the study carried out in 2011 was to determine how counsellors perceived stress in their relationship with students, parents, teachers, principals, or with regard to other work commitments. The study was conducted on a population of school counsellors in elementary schools in north-eastern Slovenia. The results of the study showed that the work of counsellors in elementary schools as a whole (in general) was quite stressful. A more detailed analysis of the results showed differences in the perception of stress with regard to age, as younger school counsellors perceived stress more intensely than older counsellors. Članek obravnava pojav stresa in poklicne izgorelosti pri šolskih svetovalnih delavcih; to doslej pri nas še ni bilo sistematično znanstveno raziskano. Osnovni cilj raziskave, ki je potekala v letu 2011, je bil ugotoviti, kako šolski svetovalni delavci zaznavajo stres v odnosu z učenci, starši, učitelji, ravnatelji in drugimi delovnimi obveznostmi. Raziskavo smo opravili na populaciji svetovalnih delavcev v osnovnih šolah na področju severovzhodne Slovenije. Na podlagi rezultatov študije smo ugotovili, da je delo svetovalnega delavca v osnovni šoli v celoti (splošno) gledano dokaj stresno. Podrobnejša analiza rezultatov pa je pokazala razlike pri zaznavanju stresa glede na starost: mlajši svetovalni delavci zaznavajo stres bolj intenzivno kot starejši.

V teoretičnem delu magistrske naloge opisujemo splošna teoretična izhodišča o razredni klimi. Opisujemo načine merjenja razredne klime, njen vpliv na učno uspešnost in samopodobo učencev ter strategije za vzpostavljanje pozitivne razredne klime. Še posebej se v teoretičnem delu osredotočamo na vlogo, ki jo ima na področju razredne klime šolski svetovalni delavec. Opisujemo njegovo delo na področju razredne klime z različnimi akterji: učenci, učitelji, starši, vodstvom šole in zunanjimi institucijami. V zaključku predstavljamo ovire in težave, s katerimi se šolski svetovalni delavci spopadajo pri svojem delu. V empiričnem delu, v katerem je sodelovalo 175 šolskih svetovalnih delavcev iz celotne Slovenije, predstavljamo rezultate naše raziskave. Ugotavljamo, da šolski svetovalni delavci posvečajo pozornost področju razredne klime, vendar največkrat takrat, kadar težave že nastopijo (npr. konflikti, nasilje) ter jih za pomoč prosijo učitelji. Svetovalni delavci pripomočke za merjenje razredne klime in strategije za vzpostavljanje pozitivne razredne klime poznajo in jih tudi uporabljajo. Preventivno v glavnem ne delujejo, kar je posledica pomanjkanja časa in preobremenjenosti z administrativnim delom. General theoretical bases about classroom climate are described in the theoretical part of the master’s thesis, as well as methods of measuring classroom climate, its effect on learning performance and self-image of students, and strategies for establishing a positive classroom climate. A special emphasis was put on the school counselor’s role in the field of classroom climate. We detailed their work regarding classroom climate with different stakeholders: students, teachers, parents, school’s management, and external institutions. Obstacles and issues that school counselors encounter are presented at the end of the theoretical part. In the empirical part, we presented the results of our research in which 175 school counselors from all over Slovenia participated. We found that school counselors pay attention to classroom climate however, most often when issues already arise (e.g. conflicts, violence) and their help is requested by teachers. They know and use tools for measuring classroom climate as well as strategies for establishing a positive classroom climate. However, they usually do not work preventively, due to lack of time and administrative overload.

Tema magistrske naloge je izobraževanje v tretjem življenjskem obdobju s poudarkom na področju kulture in umetnosti v domovih starostnikov. Opisali smo vidike starosti, stereotipe in predsodke o starejši populaciji ter njihove potrebe. Omenili smo spremembe v tem obdobju in razložili pojem kakovostne starosti. Prav tako smo predstavili možnosti socialnega varstva za starejše s poudarkom na domovih starostnikov. Osredotočili smo se še na vseživljenjsko izobraževanje in ga povezali s področjem kulture ter umetnosti. Podrobneje smo se osredotočili na vpliv teh dveh na kakovost življenja starostnikov. Na koncu smo podali še primere aktivnosti s kulturno-umetniškega področja v domovih starostnikov. Z empiričnim delom smo želeli preučiti, katere aktivnosti po mnenju starejših spadajo na področje kulture in umetnosti, katere jim dom starostnikov ponuja in katerih od teh se tudi sami udeležujejo. Ugotovili smo, da se tako stanovalci kot tudi domovi starostnikov zavedajo pomena vseživljenjskega izobraževanja, kar pomeni, da je ponudba aktivnosti raznolika, starejši pa so z njo zadovoljni. Presenetljivo so moški tisti, ki so splošno bolj aktivni na kulturno–umetniškem področju, enako velja za starejše stanovalce domov. Večjo aktivnost smo zasledili tudi pri tistih, ki so prej živeli v mestu, in pri tistih, ki imajo višjo izobrazbo. The topic of our master's thesis is lifelong education in the third life period. In the theoretical part, we have studied the culture and art field in retirement homes. We have focused on the third life period with its stereotypes, needs, and changes. We have explained the so-called »quality of the old age.« Next, we have focused on social protection programs for seniors, with the emphasis on retirement homes. Furthermore, we have defined lifelong education and its meaning. Besides, we have studied the influence of artistic and cultural activities on the quality of seniors' life. In the end, we have presented different cultural and art-related activities in which the seniors can participate in retirement homes. In the empirical part, we wanted to identify which activities seniors understand as culture or art, which activities retirement homes offer, and in which the seniors participate. We have discovered that the offer of activities in the retirement homes is considerable, and satisfies the residents. Surprisingly, men and older residents are generally more active in the cultural and art field. In addition, seniors coming from larger cities and seniors with higher education also show similar interest in these activities.

V magistrski nalogi so predstavljene teorije in modeli medgeneracijskega prenosa vzgojnega stila iz starša na otroka. Namen magistrske naloge je ugotoviti, ali prihaja do medgeneracijskega prenosa vzgojnega stila, kateri izmed vzgojnih stilov se najpogosteje prenaša in kako različni dejavniki (spol otroka, starost starša, stopnja zaključene izobrazbe starša, zakonski stan starša, tip družine otroka in število sorojencev) vplivajo na prenos vzgojnega stila. V raziskavi je sodelovalo 105 dijakov in 105 staršev. Iz dobljenih rezultatov smo ugotovili, da medgeneracijski prenos vzgojnega stila iz starša na otroka ni razviden. Pri raziskovanju prenosa določenega vzgojnega stila (permisiven, avtoritativen in avtoritaren) smo ugotovili, da se najpogosteje (84 %), prenaša samo avtoritativen vzgojni stil, sledita avtoritaren in permisiven. Na prenos vzgojnega stila pomembno vpliva stopnja zaključene izobrazbe staršev. Vsi ostali dejavniki na proces prenosa niso imeli vpliva. The thesis presents theories and models of intergenerational transmission of a parenting style from parent to child. The purpose of the master's thesis is to determine whether there is an intergenerational transmission of a parenting style, which of the parenting styles is most commonly transferred, and how various factors (child's gender, parents' age, parents’ level of education, parents’ marital status, type of family and number of relatives) affect the transmission of a parenting style. 105 high school students and 105 parents participated in the survey. From the obtained results we found that there is no clear intergenerational transmission of a parenting style from parent to child. When researching the transfer of a particular parenting style (permissive, authoritative and authoritarian), we found that most often, in 84 % of cases, only the authoritative parenting style is transmitted, followed by authoritarian and permissive. The transfer of a parenting style is significantly influenced by the parents’ level of education. All other factors, however, had no effect on the transmission process.

Extracellular vesicles with their molecular cargo can modulate target cell response and may affect the pathogenesis of diseases. The extracellular vesicles containing micro-RNAs (miRNAs), which are often studied as disease biomarkers, but rarely as mediators of the disease development. The role of extracellular vesicles derived miRNAs in type 1 diabetes is currently not well established. We observed a fraction of blood plasma extracellular vesicles positive for membrane proteins potentially associated with insulin-producing beta-cells and identified differentially expressed extracellular vesicles derived miRNAs in individuals with type 1 diabetes. These differentially expressed extracellular vesicles derived human miRNAs in participants with type 1 diabetes and participants with Langerhans islets beta-cells destruction showed the ability to activate TLR7/8 signaling cascade and increase activation as well as cytotoxicity of the effector blood immune cells with cytokine and chemokine release. Our results illustrate extracellular vesicles derived human miRNAs as modulators of the immune system in type 1 diabetes autoimmunity, providing potentially new insight into the pathogenesis of the disease, and novel molecular targets for intervention and type 1 diabetes prevention.

V magistrski nalogi smo preučili, kakšna je vloga vzgojitelja v življenju otroka oziroma mladostnika v Mladinskem domu Maribor. V teoretičnem delu opisujemo vzgojne ustanove, otroke in mladostnike s čustvenimi in vedenjskimi motnjami ter mladinske domove. Posebno pozornost smo namenili Mladinskemu domu Maribor in različnim vlogam vzgojitelja v življenju otroka in mladostnika v mladinskem domu. V empiričnem delu je sodelovalo 80 otrok in mladostnikov Mladinskega doma Maribor, 36 fantov in 44 deklet, starih od 9 do 21 let. Proučevali smo, kako se otroci in mladostniki počutijo v mladinskem domu, kako vidijo vzgojitelja in kakšno vlogo predstavlja v njihovem življenju. Ugotovitve smo preučili glede na spol, starost in dolžino bivanja otrok in mladostnikov v Mladinskem domu Maribor. Ugotovili smo, da je večina otrok in mladostnikov mnenja, da imajo dobre odnose z vzgojitelji in njihovimi matičnimi vzgojitelji. Vzgojiteljem v največji meri pripisujejo vlogo zaupnika, tisti, ki v mladinskem domu bivajo dlje časa, pa so pogosteje vzgojitelje označili tudi kot nadomestno družino. Prav tako smo ugotovili, da otroci in mladostniki vzgojiteljem veliko vlogo pripisujejo pri reševanju institucionalnega nasilja in pri vzpodbujanju samostojnosti. Ugotovili smo tudi, da je ena izmed pomembnejših vlog vzgojitelja biti učitelj otrokom in mladostnikom v Mladinskem domu Maribor. This Master’s thesis examines the role of the educator in the life of a child or adolescent in the Youth Home Maribor. The theoretical part describes educational institutions, children and adolescents with emotional and behavioural disorders, and youth homes. Particular attention is given to the Youth Home Maribor and to the different roles of the educator in the life of children and adolescents in the youth home. 80 children and adolescents from the Youth Home Maribor, 36 boys and 44 girls aged 9-21, were included in the empirical part of the thesis. It was examined how children and adolescents feel in the youth home, how they perceive the educator and what is the educator's role in their lives. Findings were studied by gender, age and the child’s or adolescent's length of stay in the Youth Home Maribor. It has been concluded that most children and adolescents believe they have a good relationship with the educators and their delegated educators. Most of the time, educators are given the role of a confidant. Long-time residents of the youth home commonly characterised them also as surrogate family. It has also been concluded that children and adolescents believe educators play a major role in resolving institutional violence and encouraging independence. It has been established that one of the more important roles of the educator is being a teacher to children and adolescents in the Youth Home Maribor.

V življenju želijo vsi ljudje pridobiti čim več znanja in tako napredovati na najrazličnejših področjih. Učenje in izobraževanje sta pojma, ki se pojavljata skozi celotno življenje. Potreba po odkrivanju nečesa novega se zato ne spremeni niti v poznem življenjskem obdobju. Ko posameznik doseže starejšo odraslost, ga ženejo določene potrebe, ki jih želi zadovoljiti, zato si velika večina želi znova odkriti že znana ali neznana področja iz mlajših let. Prav tu nastopi pomemben dejavnik motivacije, ki je tako pomemben del posameznikovega življenja, ker s pomočjo le-te sprejema določene odločitve, ki so v korist njegovi osebnostni in mentalni rasti. Posamezniki, ki se v tem obdobju odločijo za učenje nemškega jezika, se srečujejo z najrazličnejšimi ovirami, ki so povezane z okoljem in osebnostnimi značilnostmi. Namen magistrskega dela je izluščiti motivacijske dejavnike, ki so najpogosteje prisotni pri odločitvi za učenje nemškega jezika pri starejših odraslih. Osrednji del magistrskega dela sestavlja proučevanje literature s področja izobraževanja, motivacije ter obdobja starejše odraslosti. V empiričnem delu ugotovimo, da na motivacijo za izobraževanje ključno vpliva spol ter uporabnost nemškega jezika, ker le-ta dejavnik, starejše odrasle najpogosteje spodbuja, da se odločijo za učenje nemškega jezika. Osredotočili smo se le na tiste posameznike, ki se učijo nemškega jezika, zato je bilo število anketirancev manjše. Zelo pogost motivacijski dejavnik je, razumevanje nemških televizijskih programov, ker se posamezniki s temi srečujejo vsakodnevno. Zanimalo nas je tudi, kako starejši vidijo sebe po obisku tečajev in se na podlagi rezultatov, počutijo bolj psihično ter fizično dejavne. Hipoteze, ki smo si jih zastavili na podlagi teoretičnih izsledkov, smo v veliki večini ovrgli. All people wish to learn as much as possible and move forward in life. Learning and education follow us through our entire lives. Will and eagerness to learn and discover new things can appear even in the late stages of life. As individuals grow older, they are driven by needs they want to satisfy and that is why most of them, want to discover or rediscover the known or unknown fields of their early ages. The key factor in the decision to learn is motivation. Based on motivation individuals make decisions in favour of their personal and mental growth. Seniors, who decide to learn German, are faced with different obstacles that are coherent with the environment and personal characteristics. The purpose of this master’s thesis is to establish, which motivational factors are present in the decision to learn German, as a senior. The main part consists of literature analysis from the fields of education, motivation and the period of senior adulthood. In the empirical part of the thesis we discover, that the gender factor plays a vital role in the motivation for learning German as senior. Because we focused on the seniors who learn German the number of respondents was smaller. Through research we discovered that the most common motivating factor is to understand German television programs because individuals encounter them daily. We were also interested in how the respondents see themselves after classes and as the results show they feel more mentally and physically active. Most of the hypotheses based on theory were rejected.

V magistrskem delu raziskujemo vplive družbenega omrežja Instagram na samopodobo mladostnikov. Družbena omrežja omogočajo medsebojno komunikacijo ljudi, ki delijo delčke svojih življenj skozi internet. Ta pa imajo vpliv na splošno populacijo in tako tudi na mladostnike. Zaradi konstantnega objavljanja ‘’popolnih’’ fotografij posameznic in posameznikov, tako slavnih kot manj slavnih, ki mladostnikom neprestano vsiljujejo nenaravne in nedosegljive lepotne ideale smo se odločili, da raziščemo, v kolikšni meri Instagram kot medij vpliva na telesno samopodobo mladostnikov. Najprej v sklopu teoretičnega dela opredelimo družbena omrežja in motive za njihovo uporabo, nato opišemo samopodobo in samospoštovanje v povezavi z idealizirano telesno samopodobo, predstavimo strukturo in vzdrževanje pozitivne samopodobe pri mladostnikih, ter izpostavimo pozitivne in negativne učinke spletnih družbenih omrežij na samopodobo mladostnikov. V empirični raziskavi, v kateri je sodelovalo 92 anketirancev, s pomočjo spletne ankete proučujemo vpliv Instagrama na telesno samopodobo. Pri tem nas zanima obstoj razlik med spoloma, starostjo mladostnikov, in vpliv preživetega časa na Instagramu v povezavi s samopodobo. Rezultati prikazujejo, da Instagram negativno vpliva na telesno samopodobo mladostnikov. This master’s thesis deals with the impact of social media, Instagram in particular, on the body image of adolescents. Social media platforms like Instagram and Facebook have become ingrained in the lives of countless individuals. With adolescents and young adults, particularly young women, being the primary users of such platforms, it is an important question whether social media use has an impact on their body image and body dissatisfaction. The theoretical part is based on the general definitions of social media, body image, self-esteem and idealized body image in connection to adolescents. Social media usage and Instagram in particular has increased dramatically over the last decade and continues at an incline. This increase in usage of social media, especially Instagram - an only image based platforms, may negatively affect adolescents in regard to their self-confidence and body satisfaction. In the empirical research, which involved 92 adolescents, we investigate the degree of Instagram’s influence on the body image of adolescents. Moreover, we are interested in differences in reference to age, gender and time spent on Instagram among adolescents. The results show Instagram has a negative impact on adolescents.

Magistrska naloga obravnava vlogo šolskega svetovalnega delavca pri delu z otroki s čustvenimi in vedenjskimi težavami, ki jih imenujemo tudi otroci s težavami v socialni integraciji. Ker čustvene in vedenjske težave v šolskem prostoru predstavljajo enega največjih problemov, smo s kvalitativno metodo, in sicer s pomočjo polstrukturiranih intervjujev, izvedli raziskavo, ki je temeljila na osebnih izkušnjah šolskih svetovalnih delavk. Zanimalo nas je, kako pogosto šolski svetovalni delavci obravnavajo učence s čustvenimi in vedenjskimi težavami. Ugotovili smo, da se intervjuvane šolske svetovalne delavke z njimi ukvarjajo vsako leto, in sicer z večimi. Nekatere jih obravnavajo večkrat tedensko, druge pa vsakodnevno. Šolske svetovalne delavke menijo, da število otrok s čustvenimi in vedenjskimi težavami narašča. Po njihovih izkušnjah so najpogostejši vzrok/dejavnik nastanka čustvenih in vedenjskih težav pri otrocih razmere v družini. Vplivajo predvsem (permisivna) vzgoja, nezadostna skrb za otroke in pomanjkanje čustvene komponente v odnosu staršev do otrok. Drugi dejavniki, ki jih smatrajo kot vzroke/dejavnike nastanka čustvenih in vedenjskih težav, so: prijatelji, šola, tehnologija, socialna omrežja in mediji. S svojimi obravnavami želijo šolske svetovalne delavke učence s čustvenimi in vedenjskimi težavami naučiti, kako se se spopadati z lastnimi čustvi in kako jih izražati z ustreznim vedenjem. Ta cilj poskušajo doseči z osebnim, toplim odnosom in razvijanjem občutka zaupanja pri učencih. Skušajo jim pomagati pri izboljševanju samopodobe in jih navajati na obveznosti. Otroke s čustvenimi in vedenjskimi težavami obravnavajo individualno, s pomočjo opazovanja, pogovora, nasvetov, nalog, učne pomoči, obveznosti, domačega dela, branja in iger. Pri obravnavi sodeluje več oseb, kar pa se šolskim svetovalnim delavkam zdi ključnega pomena. Sodelujoči, ki jih omenjajo, so: učitelji, razrednik, psiholog, specialni pedagog, socialni pedagog, rehabilitacijski pedagog, ravnatelj, učenec in starši. Sodelovanje vseh vključenih vpliva na uspešnost obravnave otroka s čustvenimi in vedenjskimi težavami. Pripravljenost staršev za sodelovanje je v večji meri odvisna od tega, ali priznavajo, da ima njihov otrok težave. Starši se formalnih sestankov sicer udeležujejo, običajno pa ne sodelujejo aktivno. Šolske svetovalne delavke menijo, da starost vpliva na težavnost obravnave učencev s čustvenimi in vedenjskimi težavami: višja kot je starost, zahtevnejša je obravnava. Puberteto navajajo kot obdobje, ki je učencem najtežje. Trdijo, da so čustvene in vedenjske težave izjemno problematične v šolskem prostoru, saj ne obstaja samo en, zanesljiv način obravnave, temveč je ta odvisna od posameznega učenca in njegovih vzrokov/dejavnikov nastanka čustvenih in vedenjskih težav. Nekaterim učencem s čustvenimi in vedenjskimi težavami, sodeč po izkušnjah intervjuvanih šolskih svetovalnih delavk, ni mogoče pomagati v okviru šolske svetovalne službe na redni osnovni šoli, zato jih je potrebno napotiti v druge ustanove s prilagojenim programom. This thesis deals with the role of a school counsellor in dealing with children with emotional and behavioural problems, who we also call children with problems in social integration. Since emotional and behavioural problems in the school environment represent one of the greatest problems, we conducted a survey based on the personal experience of school counsellors using a qualitative method, using semi-structured interviews. We were interested in how often school counsellors treat pupils with emotional and behavioural problems. We have found that interviewed school counsellors work with them every year, with several at the same time. Some counsellors treat them several times a week, while others treat them on a daily basis. School counsellors believe that the number of children with emotional and behavioural problems is rising. According to their experience, the most frequent cause / factor in the occurrence of emotional and behavioural problems in children is the family situation. In particular, (permissive) education, insufficient care for children and the lack of an emotional component in parent-to-child relationships. Other factors that they consider to be the causes / factors of creating emotional and behavioural problems are: friends, school, technology, social networks and the media. Through their discussions, school counsellors want to teach pupils with emotional and behavioural problems how to cope with their own emotions and how to express them with appropriate behaviour. They try to achieve this goal through a personal, warm relationship and developing a sense of trust among pupils. They try to help them improve their self-esteem and teach them about their obligations. Children with emotional and behavioural problems are treated individually, through observation, conversation, advice, tasks, learning aids, obligations, homework, reading and games. Several people are involved in the treatment, which is of paramount importance to school counsellors. Participants who are included: teachers, classmates, psychologists, special pedagogues, social pedagogues, rehabilitation pedagogues, principals, pupils and parents. Participation of all involved affects the success of the child's treatment of emotional and behavioural problems. The willingness of the parents to participate depends to a greater degree on whether they acknowledge that their child has problems. Parents attend formal meetings however, they usually do not participate actively. School counsellors believe that age affects the difficulty of dealing with pupils with emotional and behavioural problems: the older they are, the more difficult the treatment is. Puberty is referred to as a period that is most difficult for pupils. They argue that emotional and behavioural problems are extremely problematic in the school environment, since there is not only one reliable way of treatment, but it depends on the individual pupil and his / her causes of emotional and behavioural problems. Some pupils with emotional and behavioural problems, judging from the experience of interviewed school counsellors, cannot be helped within the school counselling service at the regular elementary school, so they need to be referred to other institutions, such as institutions with a customized program.

V magistrski nalogi smo proučili vlogo šolskega svetovalnega delavca pri razvijanju socialnih veščin. V teoretičnem delu smo najprej opredelili šolsko svetovalno službo, njene osnovne dejavnosti ter področja dela. V nadaljevanju smo proučili socialne odnose in opisali dve najpogostejši obliki socialnih odnosov, ki ju učenci vzpostavijo v šoli. Opredelili smo pojem socialne veščine ter opisali posledice slabo razvitih socialnih veščin, pojasnili smo, kako poteka učenje socialnih veščin ter našteli in opisali najpogostejše oblike dejavnosti namenjene učenju socialnih veščin in spretnosti. V empiričnem delu smo s pomočjo anketnega vprašalnika proučili vlogo šolskega svetovalnega delavca pri razvijanju socialnih veščin. V raziskavi je sodelovalo 119 osnovnošolskih svetovalnih delavcev. Osredotočili smo se predvsem na področja, na katerih svetovalni delavci opažajo največje pomanjkljivosti v razvoju veščin, kdo najpogosteje načrtuje in izvaja dejavnosti, katere oblike dejavnosti so najpogosteje uporabljene, kako poteka učenje, katerim področjem dajejo največji poudarek, preventivo na tem področju ter usposobljenost svetovalnih delavcev. Pri tem nas je zanimalo, ali obstajajo razlike glede na izobrazbo svetovalnih delavcev in trajanje njihove trenutne zaposlitve, ter glede na to, ali se šola nahaja v mestnem ali podeželskem okolju (lokacija šole). Ugotovili smo, da ima svetovalni delavec pomembno vlogo pri razvijanju socialnih veščin in spretnosti, saj je pogosto načrtovalec in izvajalec dejavnosti, pri delu pa preko posvetovalnega odnosa sodeluje tudi z učitelji. Pri delu največkrat uporablja individualno svetovalno delo ter socialne igre. In this master's thesis, we studied the role of a school counselor in developing social skills. In the theoretical part, we first defined the role of school counselors and their basic activities and fields of work. In our next step, we took a look at social relations and described the two most common social relations the students form in school. We defined the term social skills and discussed the consequences of badly developed social skills. Additionally, we examined how we learn social skills and listed and described the most common activities aimed at learning these skills. In the empirical part, by leaning on the results of a survey, we studied the role of a school counselor in developing social skills. 119 primary school counselors participated in the survey. We focused primarily on areas where counselors perceive the greatest deficiencies in the development of skills, on who plans and executes activities aimed at learning social skills, what types of activities are most commonly used, how the learning takes place, which areas are given the greatest emphasis, prevention in this area, and the qualifications of counselors. We also explored if there are differences in the level of education and training of the counselors, in the duration of their current employment, and whether the school is located in a city or a rural setting. We have discovered that a school counselor plays an important role in developing social skills, since they are often the planner and operator of activities, and that through counseling, they also work with teachers. As far as methods are concerned, individual counseling and social games are most often used.

V sklopu magistrskega dela smo preučevali toleranco mladostnikov do nasilja v partnerskih razmerjih. V teoretičnem delu smo opredelili termin nasilje, opisali njegove oblike in pregledali dejavnike, ki lahko pripomorejo k pojavnosti nasilja. Zatem smo opredelili pojem partnerstvo in z njim povezana partnerska razmerja. V nadaljevanju smo opredelili značilnosti storilca in žrtve nasilja, zakaj le-te ostajajo v nasilnih razmerjih in kaj lahko storimo za kvaliteten partnerski odnos. V osrednjem delu teoretičnega dela smo opredelili termina mladostništvo in mladostniška partnerska razmerja ter skušali ugotoviti, kako se razlikujejo od razmerij v odraslosti. Preučili smo dejavnike, ki pomembno vplivajo na pojavnost nasilja, kakšne so njegove posledice na mladostnike in kako se le-ti soočajo z nasiljem. Na koncu smo predlagali načine, s katerimi lahko šola svoje učence informira, jim pomaga in posledično pripomore k zmanjšanju nasilja v mladostniških partnerskih razmerjih. V empiričnem delu smo preučili, v kolikšni meri so mladostniki že bili žrtve ali storilci različnih oblik nasilja v svojih razmerjih, in ugotovili, da je bila približno petina anketirancev že kdaj žrtev nasilja, približno desetina pa ga je že izvajala. Zanimalo nas je, kakšno je mnenje mladostnikov do morebitnega razreševanja težav z nasiljem v razmerjih s pomočjo tretje osebe ter ali so skozi šolanje pridobili dovolj informacij o načinih reševanja in preprečevanja nasilja v partnerskih razmerjih. As a part of the master's thesis, we have studied the adolescents' tolerance towards violence in romantic relationships. In the theoretical part, we have defined violence, described its forms and examined different factors that might influence the manifestation of violence. Next, we have defined the term relationship and investigated the meaning of romantic relationships. We have questioned what are the characteristics of offenders and victims of violence, why they remain in abusive relationships and what can be done to maintain a healthy relationship. In the main part of the theoretical part, we have defined the term adolescence and adolescent romantic relationships, and analysed how they differ from the relationships in adulthood. Next, we have studied which factors influence the occurrence of violence, what are its consequences on adolescents and how they confront it. In the last part, we have suggested the ways in which students can be informed about violence in romantic relationships at their school and consequently help them reduce it. In the empirical part, we have studied to which extent the adolescents have already been the victims or the offenders of violence in their relationships. We have discovered that one-fifth of the participants have already been the victims and one-tenth the offenders. In the end, we have analysed the adolescents' views on resolving the problems related to violence with the help of the third party. Also, we have examined whether the adolescents gained enough information about violence in romantic relationships and possible ways of confronting it throughout their years of schooling.

V magistrskem delu smo se ukvarjali s področjem preverjanja in ocenjevanja znanja v izobraževanju odraslih. Zaradi različnih motivov za izobraževanje ter starostnih, poklicnih in interesnih razlik je izobraževanje odraslih prilagojeno udeležencem. Z raziskavo smo želeli ugotoviti, katere so najpogostejše prilagoditve pri preverjanju in ocenjevanju znanja, kako so udeleženci seznanjeni s pravili in kriteriji ocenjevanja, ali so izvajalci dosledni pri izvajanju preverjanja znanja, kateri načini ocenjevanja so jim blizu ter odnos med povratno informacijo, oceno in motivacijo za učenje. Raziskavo smo s pomočjo anketnega vprašalnika opravili v maju in juniju leta 2018. Vzorec je sestavljalo 81 oseb, ki so bili v izobraževanje odraslih vključeni takrat ali pa kdaj prej. Za pridobljene podatke so bile izračunane frekvenčne distribucije, za preverjanje razlik med spoloma in starostnimi skupinami je bil uporabljen χ²-preizkus. Glavne ugotovitve so bile, da se preverjanje predhodnega znanja izvaja redko, sprotno preverjanje pa je najpogosteje izvedeno v obliki skupinskega dela. Odrasli udeleženci so za učenje predvsem notranje motivirani in se za pravila in kriterije precej zanimajo, posledično so z njimi tudi dobro seznanjeni. Najbolj priljubljena načina ocenjevanja znanja sta pisni in kombinirani, najbolj cenjena prilagoditev, vezana na ocenjevanje, je vnaprej znan datum ocenjevanja. Razlik med spoloma in starostnimi skupinami nismo ugotovili. In the Master’s thesis, we considered the field of testing and assessment in adult education. Due to varying motivations of adults for participating in adult education as well as age, vocational and interest differences, adult education is, to a certain extent, tailored to participants. Through our research we wanted to determine the most common adjustment in testing and assessment, to what extent are the participants acquainted with rules and assessment criteria, if the testers are consistent when conducting tests, which types of assessments they prefer and the relation between the feedback, grade and motivation for learning. We performed our research in May and June 2018 via questionnaire. The sample consisted of 81 persons, who were at that time or earlier involved in adult education. We calculated frequency distributions for the acquired data for determining the differences between the sexes and age groups a χ²-test was used. The main findings showed that testing of prior knowledge is rarely carried out, while regular in-class testing is most frequently performed in the form of group work. Adult participants are mainly internally motivated and are highly interested in rules and criteria consequently, they are well acquainted with them. The most popular types of testing are written and combined, while the most appreciated adjustment in regard to testing is the pre-determined date of testing. Sex and age group differences were not identified.

V magistrskem delu raziskujemo načine in metode, ki jih študenti dvopredmetnega študija pedagogike na Filozofski fakulteti Maribor uporabljajo za spoprijemanje s stresom kot posledico študijskih obremenitev. Najprej v sklopu teoretičnega dela opredelimo stres, opišemo vrste, faze in simptome stresa, predstavimo različne tehnike in strategije spoprijemanja s stresom ter vrsto raziskav, ki zadevajo tematiko stresa med študentsko populacijo. V empirični raziskavi, v kateri je sodelovalo 112 študentov, proučujemo stopnjo stresa študentov, pogostost doživljanja stresa zaradi študijskih obveznosti, stresnost določenih vidikov študija, doživljanje simptomov stresa in uporabo različnih načinov spoprijemanja s stresom. Pri tem nas zanima obstoj razlik glede na letnik študija, povprečno oceno posameznika in v dveh primerih tudi stopnjo stresa študentov. Rezultati prikazujejo nizko oceno stresnosti dvopredmetnega študija pedagogike, saj večina študentov stres, povezan s študijem, doživlja le včasih. Najpogostejše metode, ki jih študenti uporabljajo v namene obvladovanja in zmanjševanja stresa, so vsakodnevne dejavnosti, ki imajo že same po sebi sproščujoč vpliv na človeka, kot so telesna aktivnost, hobiji, druženje s prijatelji ipd. Precej manjše število študentov uporablja zahtevnejše relaksacijske in kognitivne tehnike, s katerimi so podrobneje seznanjeni v času študija. In this master's thesis, we look into the methods used by students of pedagogy attending the Faculty of Arts Maribor to cope with stress caused by study demands and objectives. First, in the theoretical part, we define stress, describe the types, phases and symptoms of stress, present various techniques and strategies for dealing with stress, as well as several studies concerning the topic of stress among the student population. In the empirical research, which involved 112 students, we investigate the degree of stress among the students, the frequency of experiencing stress due to study obligations, stressfulness of certain aspects of the study, experiencing stress symptoms, and the methods students use to cope with stress. Moreover, we are interested in the existence of differences in reference to the year of study, the average grade of the individual, and in two cases the degree of stress students experience. The results show a low assessment of stressfulness of the double major pedagogy study program, as most of the students experience stress stemming from study demands only occasionally. The most common methods used by the students in order to control and reduce stress are everyday activities that have a relaxing effect on humans anyway, such as physical activity, hobbies, socializing with friends, etc. A much lower number of students test and use more demanding relaxation and cognitive techniques, about which they are taught in detail during their study.

V teoretičnem delu tega magistrskega dela opisujemo splošna teoretična izhodišča o stresu. V nadaljevanju opisujemo stres na delovnem mestu ter pomembne posledice stresa, ki vplivajo na storilnost na delovnem mestu, posebno pozorost namenimo poklicnemu stresu pri učiteljih. V zaključku teoretičnega dela opisujemo posebnosti učiteljskega poklica, ki vplivajo na stresnost poklica, posebno pozornost namenimo razredništvu in poučevanju otrok s posebnimi potrebami. V empiričnem delu, v katerem je sodelovalo 113 učiteljev razrednikov iz osnovnih šol podravske regije, preučujemo razlike v pojavljanju simptomov stresa glede na spol, delovno dobo, lokacijo šole, razred ter število otrok s posebnimi potrebami v razredu, sledi pa preučevanje razlik v pojavnosti stresnih situacij glede na naštete generalije. V empiričnem delu preučujemo tudi povezavo med pogostostjo pojavljanja stresnih situacij in pogostostjo pojavljanja simptomov stresa. Ugotavljamo, da ne obstajajo statistično značilne razlike v pojavljanju simptomov stresa glede na spol, delovno dobo, razred in število otrok s posebnimi potrebami, do statistično značilnih razlik pa prihaja glede na lokacijo šole. Pri pogostosti pojavljanja stresnih situacij ne prihaja do statistično značilnih razlik glede na spol, lokacijo, razred in število otrok s posebnimi potrebami, statistično značilne razlike pa se kažejo glede na delovno dobo učiteljev. In the context of the theoretical part of this Master’s Thesis, we describe the theoretical basis of stress. Thereafter, we describe occupational stress and the important effects of stress on workplace efficiency, while paying special attention to the occupational stress of teachers. In the conclusion of the theoretical part, we outline the peculiarities of the teaching profession which affect its stress levels, while focusing on class teaching and teaching children with special needs. In the empirical part, which included 113 primary school class teachers from the Podravska region, we study the differences in the occurrence of stress symptoms in terms of gender, seniority, location of the school, class and the number of children with special needs in the class, which is followed by the analysis of differences in the incidence of stress situations in relation to the listed generalities. We also examine the correlation between the frequency of occurrences of stressful situations and the frequency of occurrences of stress symptoms. We found that there are no statistically significant differences in the occurrences of stress symptoms with regard to gender, seniority, class and the number of children with special needs however, statistically significant differences occur with regard to the location of the school. There are also no statistically significant differences in the occurrences of stressful situations with regard to gender, location, class and the number of children with special needs however, we observed statistically significant differences with regard to the seniority of teachers.

Motnje hranjenja so problem današnje družbe. Predstavljajo resno težavo, povezano z visoko stopnjo umrljivosti med psihološkimi boleznimi. Pri otrocih in mladostnikih so motnje hranjenja vse pogostejše, nastajajo pa vse bolj zgodaj. V magistrskem delu smo ugotavljali seznanjenost staršev z motnjami hranjenja, preverjali preventivno in kurativno ukrepanje staršev v primeru motenj hranjenja ter ugotavljali, kakšna so stališča staršev do motenj hranjenja. Preverjali smo tudi, kako spol, starost, izobrazba, razred otrok ter materialno stanje vplivajo na odnos staršev do motenj hranjenja. V raziskavi je sodelovalo 207 staršev (161 žensk in 46 moških). Rezultati so pokazali, da starši poznajo anoreksijo nervozo, bulimijo nervozo ter kompulzivno prenajedanje, ne poznajo pa novih motenj hranjenja – ortoreksije in bigoreksije. Večina staršev osnovnošolskih otrok se ne boji, da bi njihov otrok v prihodnosti zbolel za eno izmed motenj hranjenja. Največ informacij o tej problematiki pridobijo prek interneta, če pa bi njihov otrok kazal simptome motenj hranjenja, bi pomoč poiskali pri zdravniku. V povezavi s preventivnimi programi o motnjah hranjenja na šolah več kot polovica staršev (57,5 %) ne ve, ali se na šolah izvajajo preventivni programi o motnjah hranjenja, le 8,7 % staršev je odgovorilo, da se programi o motnjah hranjenja izvajajo. Stališče staršev je, da bi se morali preventivni programi o motnjah hranjenja izvajati na šolah, ker v današnji družbi motnje hranjenja pri otrocih in adolescentih predstavljajo resen problem. Potreba po preventivnih programih je torej velika. Eating disorders are an issue of today's society. They are a serious issue related to a high mortality level among mental disorders. Eating disorders are common among children and adolescents. The age of idividuals struggling with them has been decreasing. This thesis deals with the question of how well parents are educated about eating disorders, it checks the preventive and curative action parents take when faced with eating disorders and it determines the parents' views on eating disorders. We researched the way gender, age, education, the grade that the child is in and their financial situation affect the parents' feelings about eating disorders. 207 parents took part in the research (161 females and 46 males). Results show that parents are familiar with anorexia nervosa, bulimia nervosa and compulsive overeating, but they are not aware of recent disorders such as orthorexia and bigorexia. Majority of elementary school children's parents are afraid of their children suffering from eating disorders in the future. They receive a large part of information on this topic on the internet, but they claim that they would consult a doctor if their child was showing symptoms of an eating disorder. More than a half of the parents (57,5 %) do not know if schools run eating disorder prevention programs. Only 8,7 % of the parents claim that such programs exist in schools. They believe that eating disorder prevention campaigns should be present in schools, because eating disorders pose a serious threat to children and adolescents. There is a definitine need for eating disorder prevention programs.

Ženske so že od nekdaj zaznamovane predvsem kot matere in gospodinje. Njihov položaj in pomembna vloga se najbolj utrjujeta v družini. Kljub številnim procesom, kot so pluralizacija družinskih oblik, maritalne in strukturne spremembe, je družina še vedno zaznamovana kot osnovna celica družabnega življenja in ni izgubila svojega pomena in pomembnosti. Emancipacija in feministično gibanje sta bila vzrok korenitih sprememb glede položaja žensk ter sta prispevala k doseganju številnih pravic. Vendar se ženske še vedno soočajo s težavami, kot so pomanjkanje časa zase, nižje zaposlitvene možnosti in usklajevanje poklicne kariere z družinskim življenjem. V magistrski nalogi smo se ukvarjali s pedagoškim in psihosocialnim položajem matere v družini. Zanimalo nas je, kako na položaj matere vplivajo njena starost, število otrok, stopnja izobrazbe in zakonski stan. V raziskavo je bilo vključenih 155 mater, katerih otroci so učenci na treh mariborskih osnovnih šolah. Podatki so bili zbrani s pomočjo vprašalnika, ki je bil zasnovan v ta namen. Analiza rezultatov, pridobljenih na vzorcu 155 mater, kaže vpliv stopnje izobrazbe na pedagoški in psihosocialni položaj matere v družini, sledijo pa zakonski stan, starost matere in število otrok. Glede na pomen in kompleksnost materine vloge znotraj družinskega sistema je pomembno, da se počuti zadovoljno in upoštevano. Women have always been considered mostly as mothers and housekeepers. Their position and important role is the strongest in a family. Even there are a lot of processes, such as pluralization of family forms, marital, and structural changes, the family is still marked as the basic cell of social life and it has not lose its meaning and importance. Emancipation and feminist movement have been two of the reasons for radical changes about the position of women and they contributed to many female rights. However, women still face with problems, such as lack of time for themselves, lower employment possibilities, and coordination of her career with family life. In the master's thesis, we have been researching pedagogical and psychosocial position of mothers in families. We have been interested in the position of mothers according to age, number of children, level of education, and marital status. The research included 155 mothers of children from three primary schools in Maribor. The data has been collected by a questionnaire, which has been done for the purpose of the research. The analysis of the results, gained from the sample of 155 mothers, shows the influence of the education level to pedagogical and psychosocial position of mothers in families, followed by marital status, the age of the mother, and the number of children. According to the meaning and complexity of the mother's role inside the family system, it is important that she feels satisfied and appreciated.

V magistrski nalogi smo se ukvarjali z motiviranostjo upokojencev za vključitev v izobraževanje. Zanimalo nas je, ali je odraslim osebam poznan izraz ''univerza za tretje življenjsko obdobje''. V nadaljevanju smo ugotavljali, katerih programov se upokojenci udeležujejo, kakšno mnenje imajo glede izobraževanje in kakšni so njihovi motivi, da srečanja oziroma predavanja sploh obiskujejo. V empiričnem delu nas je zanimala vključenost upokojencev v univerze in njihovi motivi ter cilji za sodelovanje na le-teh. Namen raziskave, ki smo jo opravili na treh univerzah za tretje življenjsko obdobje, je bil ugotoviti zgoraj navedene trditve. Raziskava je zajemala 130 anketirancev. S pomočjo 2-preizkusa smo iskali razlike glede na spol, starost ter status. Ugotovili smo, da nobena od treh spremenljivk ne vpliva na motive, ki jih imajo udeleženci za vključevanje v izobraževanje. Osrednji motiv, zaradi katerega se upokojenci vključujejo v izobraževanje, je želja po nečem novem, prav tako želijo pridobiti novo znanje in le-tega izkoristiti. The master's thesis deals with the motivation of retirees to participate in education. The scope was to find out whether adults are familiar with the term "The University of the Third Age", which programmes the retirees are attending, what opinions they have regarding education, and what their motives for attending meetings or lectures are at all. In the empirical part, the involvement of retirees in universities, their motives and the goals for participating in them were explored. The purpose of the study, which was carried out at three Universities of the Third Age was to establish the claims above. The survey covered 130 respondents. Using the chi-squared test (2) the differences in gender, age and status were looked for. The survey showed that none of the three variables affect the motives of participants to participate in education. The main motive for retired people to participate in education is the desire for something new, and their wish to acquire new knowledge and take advantage of it.