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Aggressive behaviour has negative consequences for students who are exposed to it and those who are aggressive. In addition to a number of negative consequences at the individual level aggression negatively impacts processes within the school. Successful methods of preventing and reducing aggressive behaviour at school often include activities related to empathy. Empathy is the ability to understand and feel the emotional state of another person. It includes cognitive and emotional components and is associated with positive effects on relationships and behaviours; the lack of empathy is associated with negative effects, including aggressive behaviour. We analysed the relationships among empathy dimensions and general aggression, including the subtypes of aggression. We used the AG-UD aggression scale and the IRI questionnaire for the measurement of empathy on a sample of Slovene (N = 125), Croatian (N = 95) and Swedish (N = 84) adolescents aged between 13 and 14. The findings across samples revealed several significant associations on the level of general aggression and high congruence across countries and on the level of types of aggression. This data indicates the need to include dimension-level prevention and intervention based on the prevalence of specific types of aggression.

The sense of school belonging plays an important role in students' academic, behavioural, and psychological outcomes. Based on a systematic review, following the PRISMA 2020 guidelines and examining 86 studies conducted between 1990 and February 2023, the article addresses two research questions: (a) what are the predictors of the sense of school belonging at the individual, micro, meso, exo, macro, and chrono levels of the bioecological model of human development; (b) do these predictors differ based on students' individual characteristics, and if so, how. The findings reveal individual factors as important predictors of school belonging and indicate the lack of studies that take into consideration the interplay of different (micro, meso, exo, macro, chrono) levels in addressing the sense of school belonging. Considering the complexity and multi-factorial nature of the sense of school belonging, it calls upon further research, which would support the development of evidence-based interventions for fostering school belonging among different groups of students, particularly those who are at risk of feeling alienated from school, and thus promote equity in education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Šolsko Polje is the property of Solsko Polje and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to identify the potential of the Open Method of Coordination (OMC) to promote the participation of civil society in the policy-making process in the fields of employment and education in Slovenia. Our analysis reveals that both EU factors as well as national factors determine the role of the civil society in the OMC processes. At the EU level, neither of the two policy fields requires a (large--scale) harmonisation of national legislation with the European framework and they both place competence at the national level. Thus, national actors play the OMC game only "as much as it is required". This leads to a very weak political will for making (extensive) policy changes at the national level. In relation to domestic factors, the existing structure or policy style is only marginally relevant to the participation of the civil society in the OMC processes. It seems that the (in)capability of civil society is closely linked to the extent/ limits of their knowledge about the OMC's potential and opportunities. In the field of educational policy, the participation of civil society is further limited by lack of the financial resources. [ABSTRACT FROM AUTHOR]

Nowadays lifelong learning is widely recognized as a solu-tion in facing the intense new challenges of an increasingly globalized world. In facing these challenges and in order to achieve common educational goals, the nation states are included in different forms of international cooperation. It is very interesting to see how these different forms of international coopera-tion have impact on different aspects of national education policy and how the idea of lifelong learning has helped countries to increasingly perceive them-selves as similar with respect to necessary educational changes. Taking into consideration both inherent perspective (international cooperation influence and national responses to it), first of all it is essential to understand nation state's historical legacies, the history of its policy paradigms and the history of its policy-making in the education field. From that point of view, on the one hand, the article explores the development of Slovenian education policy from its early beginning (the Reformation) till today. On the other hand, it focuses on the impact of different forms of international cooperation on the national education policy. On the basis of analysis of formal and informal documents and conducted semi-structured interviews, the article concludes that although Slovenia is included in various different forms of international cooperation, their influence on Slovenian education policy is limited. However, this cannot be solely attributed to education as a sensitive policy area with a low level of implementation imperative, where cooperation is in most cases voluntary, but also to the trends in Slovenian history. [ABSTRACT FROM AUTHOR]

The open method of coordination (‘OMC’) as new mode of European governance holds great potential to change and improve different aspects of education policies in individual EU member states. Due to its soft/non-obligatory way of influencing, it is particularly interesting to investigate how different member states have adopted to it and how they change their own education policies with final aim of achieving EU goals (benchmarks) in this field. From that perspective the article focuses on exploring the processes of ranslating objectives defined at the European level in the field of education and training into particular national and regional education policies in three new member states (the Czech Republic, Slovakia and Slovenia). The article aim is hrough comparative analysis investigate various national structures and procedures of putting the EU education policy objectives into practice at national level. In this way, the analysis endeavours to detect various factors that have an impact on the implementation process and reaching EU objectives in the field of education and training in new member states. The article concludes that despite some differences between investigated countries relatively good results are possible to reach without exploiting all the potentials of OMC, especially these one related to good governance. [ABSTRACT FROM AUTHOR]