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V zadnjih letih se vedno več pozornosti namenja problematiki otrok z disleksijo in specifičnimi učnimi težavami (SUT). Vrstijo se različne študije, napredujejo metode dela z otroki s tovrstnimi težavami, tudi ozaveščenost splošne populacije o tem problemu je vedno večja. V povezavi s problematiko otrok z disleksijo pa se pogosto pozablja na vlogo staršev, na njihovo zadovoljstvo in stres, ki ga doživljajo. V pričujoči nalogi želimo narediti premik k večjemu razumevanju doživljanja staršev. Hoteli smo proučiti njihovo kakovost življenja, konflikt med delom in družino, stres in obremenitve, s katerimi se srečujejo. V ta namen smo izvedli spletno raziskavo, v kateri je sodelovalo 142 staršev otrok s SUT in disleksijo. Udeležence smo pridobili s pomočjo društev, ki nudijo oporo staršem in otrokom, ter prek družbenih omrežij. V končnem vzorcu je bilo 138 žensk in 3 moški. Povprečna starost udeležencev ankete je M = 43,1 let (SD = 7,3), pri čemer je bil najmlajši star 16, najstarejši pa 63 let. Ugotovili smo, da so starši, ki so bolj vključeni v šolsko delo otroka in ki doživljajo več konflikta med delom in družino, bolj pod stresom. Med pomembnejšimi izsledki so tudi negativne povezave med starševskim stresom ter družinsko kohezivnostjo in kakovostjo življenja. Rezultati nakazujejo na težave, s katerimi se srečujejo starši otrok z disleksijo in SUT. Dodatno usmerjajo pozornost na to specifično populacijo ter dajejo usmeritve za oporo in pomoč proučevani populaciji. Raziskava je po vsebini zasnovana tako, da meri elemente, ki sestavljajo temo študije, ki je malo raziskano področje. Preprostost uporabe in dostopnost zasnovanega vprašalnika je dobrodošla za izvedbo. Največja slabost, ki je skupna vsem vprašalnikom takšne narave, je samoocenjevanje, ki poteka brez nadzora v nekontroliranem okolju. In recent years, the topic of children suffering from dyslexia and specific learning disabilities (SLD) has been gaining attention. Numerous studies have been conducted, the methods of working with children with such disabilities have been developed, and public awareness of the issue has been raised. However, a topic that has often been forgotten is the role of the parents, their satisfaction and stress they experience. This thesis strives to shift attention towards a better understanding of the parents. We have examined the quality of their life, the work-family conflict, the stress they experience, and the burdens they face. To achieve our goal, we conducted a web research including 142 parents of children with SLD and dyslexia. The participants were invited to fill in the questionnaire by associations offering support to parents and children and through social media. The final sample consisted of 138 female and 3 male participants. The average age of the participants was M = 43,1 years (SD = 7,3) the youngest participant was 16 years old, while the oldest was 63 years old. We have concluded that parents who are involved in their child’s school work in a greater measure and who experience a greater amount of work-family conflict also experience a greater amount of stress. Important conclusions of our research also include negative correlations between parental stress, family cohesiveness and quality of life. The results expose the problems that parents of children with dyslexia and SLD are facing. The thesis shifts attention to this specific population and offers suggestions for providing it with support and help. The research has been designed to measure elements that comprise the little-researched topic of the thesis. Its simplicity and accessibility make the questionnaire easy to use. The largest disadvantage of all questionnaires of similar nature is self-assessment, which takes place without supervision in an uncontrolled environment.

V magistrski nalogi smo želeli preveriti učinek delavnic regulacije čustev pri mladostnikih s čustvenimi in vedenjskimi težavami, ki bivajo v mladinskem domu. Učinek delavnic smo želeli preveriti na populaciji, za katero velja, da ima slabšo kontrolo impulzov in posledično težje regulira čustvene odzive. Preverjali smo učinek delavnic na dimenzijah prepoznavanja in razumevanja, izražanja in poimenovanja ter upravljanja in uravnavanja čustev. Regulacija čustev ima vpliv tudi na depresijo, anksioznost in stres, zato smo vključili tudi te konstrukte. Naš vzorec je sestavljalo 18 mladostnikov od 10. do 16. leta starosti z vedenjskimi in čustvenimi težavami, vsi pa bivajo v istem mladinskem domu. Udeleženci so bili razdeljeni v kontrolno (N = 9) in eksperimentalno (N = 9) skupino. Eksperimentalna skupina je bila deležna 8-tedenskega treninga regulacije čustev, ki smo ga oblikovali na podlagi Grossovega (2007) Procesnega modela regulacije čustev, kontrolna skupina pa je bila med tem neaktivna. Za preverjanje učinkov naše delavnice smo pred in po izvedbi treninga med udeležence razdelili lestvico depresivnosti, anksioznosti in stresa DASS-21 ter vprašalnik emocionalne kompetentnosti ESCQ. Učinek delavnic smo preverili s pomočjo statističnih analiz, kjer rezultati ANOVE za mešan načrt niso pokazali statistično pomembne interakcije čas x skupina za naše merjene spremenljivke. Na podlagi dobljenih rezultatov ne moremo sklepati na učinek naših delavnic na prepoznavanje in razumevanje, izražanje in poimenovanje, upravljanje in uravnavanje čustev ter na raven depresivnosti, anksioznosti in stresa. In the master’s thesis, we wanted to test the effect of emotion regulation workshops on adolescents with emotional and behavioral problems, who live in a youth care center. We wanted to test the effect of the workshops on the population, which is considered to have poorer impulse control and has difficulties with regulating emotional responses. We examined the effect of the workshops on dimensions of recognizing and understanding, expressing and naming, and managing and regulating emotions. Emotion regulation influences depression, anxiety, and stress, too. According to that, we included these constructs in our examination as well. Our sample consisted of 18 adolescents from 10 to 16 years of age with behavioral and emotional problems. All of them are residing in the same youth care center. Participants were divided into a control group (N = 9) and an experimental group (N = 9). The experimental group received 8 weeks of emotion regulation training, which was based on Gross’s (2007) Process Model of Emotion Regulation. Meanwhile, the control group was inactive. To test the effect of our workshop, we distributed the DASS-21 (The Depression, Anxiety, and Stress Scale) and the ESCQ (Emotional Skills and Competence Questionnaire) questionnaires to participants before and after the training. The effect of the workshop was verified by statistical analyses, in which the ANOVA results for the mixed plan did not show a statistically significant interaction of time x group for our measured variables. According to the obtained results, we cannot conclude that our workshops have an impact on identifying and understanding, expressing and naming, managing and regulating emotions, and on the level of depression, anxiety and stress.

V obdobju zgodnje odraslosti večina posameznikov zaživi v dolgotrajnem partnerskem odnosu in partnerja v svojo sredo pogosto sprejmeta novorojenčka. Prehod v starševstvo je univerzalni pojav, kjer partnerja iz diadnega preideta v triadni odnos in sprejmeta novo vlogo, ki terja veliko prilagajanja in odrekanja. Ob tem se pogosto zgodi, da pozabita na partnerski odnos in ga začneta zanemarjati. Posledično se zadovoljstvo s partnerskim odnosom zmanjša. Takšni zaključki so se izkazali tudi v naši raziskavi, v kateri je bilo zajetih 448 žensk iz Slovenije, ki so v koledarskem letu 2018 rodile prvorojenca oz. prvorojenko. Naš vprašalnik je bil sestavljen iz demografskih vprašanj ter vprašanj o okoliščinah nosečnosti in partnerske zveze, iz vprašanj o ohranjanju partnerskega odnosa, vključen je bil tudi vprašalnik zadovoljstva s partnerskim odnosom (RAS), lestvica nevroticizma iz vprašalnika velikih pet osebnostnih lastnosti (BFI) in kratka oblika Beckovega vprašalnika depresivnosti (BDI-SF). Preverilo se je, ali obstajajo dejavniki tveganja, ki bi se povezovali z večjim upadom v zadovoljstvu s partnerstvom na prehodu v starševstvo. Ti dejavniki so bili izbrani na podlagi razvitega VSA (»Vulnerability-Stress-Adaptation) modela (Karney in Bradbury, 1995). Le-ta predpostavlja okoliščine, ki v obdobju prehoda v starševstvo pogosto vodijo v nezadovoljstvo, vendar pa je ta dinamika odvisna od posameznikove osebne ranljivosti, njegovega načina soočanja s stresom ter sposobnosti prilagajanja na nove situacije. Rezultati raziskave so pokazali, da so starejše prvorodke, stare nad 28 let, doživele večji upad v zadovoljstvu s partnerskim odnosom na prehodu v starševstvo kot mlajše prvorodke, stare do vključno 28 let. Večji upad v zadovoljstvu s partnerskim odnosom na prehodu v starševstvo se je izrazil tudi pri bolj čustveno labilnih in depresivnih udeleženkah ter pri tistih, ki so v ohranjanje partnerskega odnosa vlagale manj truda. Obenem je bilo ugotovljeno, da se v povprečju nizke ocene zadovoljstva s partnerskim odnosom pojavljajo pri čustveno labilnih in depresivnih, medtem ko se višje ocene pojavljajo pri poročenih materah in tistih, ki se bolj trudijo za ohranjanje zadovoljujočega partnerskega odnosa. In early adulthood majority of individuals have a long-term relationship and together with their partner, they often welcome a new-born in their life. Transition to parenthood is a universal phenomenon in which parents move from the dyad into a triadic relationship and accept a new role that requires a great deal of adjustment and giving up. It often happens that they forget about their relationship and start neglecting it. As a result, the satisfaction with their relationship decreases. Such conclusions were also made through our research, which included 448 women from Slovenia who gave birth in 2018 to their firstborn. Our questionnaire consisted of demographic questions and questions regarding the circumstances of pregnancy and relationship, questions regarding maintaining relationship, we included Relationship Assessment Scale (RAS), neuroticism scale from Big Five Inventory Questionnaire (BFI) and Beck Depression Inventory-Short Form (BDI-SF). Risk factors that could be associated with a greater decline in relationship satisfaction with the transition to parenthood were examined. These factors were selected on the basis of the developed VSA (Vulnerability-Stress-Adaptation) model (Karney and Bradbury, 1995). It presupposes circumstances that often lead to dissatisfaction during the transition to parenthood, however this dynamic depends on the individual's personal vulnerability, his / her way of coping with stress, and his / her ability to adapt to new situations. The results of the study showed that mothers having their firstborn at the age over 28, experienced a greater decline in relationship satisfaction at the transition to parenthood than younger mothers who had their firstborn at the age of 28 or less. Greater decline in relationship satisfaction at the transition to parenthood was noticed also in emotionally labile and depressed participants and in those who invested less effort in maintaining the relationship. Also, the conclusion was reached that, on average, low ratings of relationship satisfaction appear in the emotionally labile and depressed, while higher ratings occur in married mothers and those who struggle more to maintain a satisfying relationship.

V zadnjih desetletjih je bilo izvedenih veliko raziskav o kognitivnem treningu na populaciji zdravih starejših odraslih kot aktivnosti, ki bi lahko preventivno delovala proti prezgodnjemu kognitivnemu upadu ali celo izboljšala kognitivno delovanje. Vendar raziskave kažejo različne rezultate v odvisnosti od številnih dejavnikov. Namen naloge je bil proučiti ali lahko s specifičnim enomodalnim, kombiniranim (procesnim in strateškim), večdomenskim kognitivnim treningom pozornosti, spomina, hitrosti procesiranja in izvršilnih funkcij, izboljšamo rezultate na merah nekaterih kognitivnih funkcij pri zdravih starejših odraslih. V raziskavi smo merili kratkotrajne in bližnje transferne učinke kognitivnega treninga, papir-svinčnik tehnike. Preveriti smo želeli, ali trening pripomore k izboljšanju (slušno verbalnega in vidno prostorskega) kratkoročnega, delovnega in dolgoročnega spomina, hitrosti procesiranja in izvršilnih funkcij. Proučiti smo želeli tudi, ali trening pripomore k izboljšanju razpoloženja (pozitivnega in negativnega učinka) in subjektivnega doživljanja zadovoljstva v življenju. V raziskavi je sodelovalo 20 preizkušancev, starih od 65 do 74 let (deset v kontrolni in deset v eksperimentalni skupini), ki so ustrezali vključitvenim merilom. Eksperimentalna skupina je bila deležna sedemtedenskega kognitivnega treninga, ki je potekal enkrat tedensko, v trajanju 90 minut. Rezultati raziskave so pokazali statistično pomembno večje izboljšanje pri udeležencih eksperimentalne skupine, v primerjavi s kontrolno skupino, v slušno verbalnem takojšnjem spominskem priklicu, v vidno prostorskem takojšnjem in odloženem spominskem priklicu, na nekaterih merah izvršilnih funkcij in dolgotrajnega spomina (na testu verbalne fluentnosti) in v kratkotrajnem številskem priklicu (na testu številskega spominskega obsega naprej). Statistično pomembno večje izboljšanje pa se ni pokazalo v verbalnem odloženem priklicu, v delovnem spominu (na testu številskega obsega nazaj), na nekaterih merah izvršilnih funkcij (na TMT testu) ter na nobeni od samoocenjevalnih lestvic razpoloženja in zadovoljstva z življenjem. In the last decades a lot of research has been done about cognitive training as a preventive measure of early cognitive decline, which could even improve cognitive functions in healthy older adults. However, the research shows diverse results about effects of cognitive training, depending on many factors. The purpose of this study was to investigate the effects of specific, unimodal, combined (process and strategic), multidomain cognitive training of attention, memory, processing speed and executive functions on some cognitive functions in healthy, cognitively intact older adults. In this study we measured short-term and short-transfer effects of paper-pencil training. We wanted to find out if cognitive training can improve (audio verbal and visuospatial) short-term memory, working memory, long-term memory, speed processing and executive functions. Also, we wanted to find out if training can improve mood (positive and negative effect) and life satisfaction. Twenty individuals (aged from 65 to 74), who meet the including criteria, participated in this study (10 in an experimental group and 10 in a control group). Participants in the experimental group took part in 90 minute long training sessions held once a week, each week, for seven weeks. Results of this study show statistically important improvement of verbal immediate memory recall, visuospatial immediate and delayed recall, some long-term memory, executive functioning measures (verbal fluency test) and short-term memory (digit span forward test) in the experimental group if compared with the control group. There was no statistically significant improvement of verbal delayed memory recall, working memory (digit span backward test) and some executive functioning measures (TMT test). There was no statistically significant effect on life satisfaction and mood (positive and/or negative effect).

Spomin kot sposobnost shranjevanja in ohranjanja informacij delimo na tri vrste – senzorni, kratkoročni in dolgoročni spomin. Vsaka vrsta spomina ima svoje procesne in strukturne značilnosti, različen čas trajanja in kapaciteto. Študije, povezane s kapaciteto kratkoročnega spomina kažejo na to, da se le-ta povečuje s starostjo. Namen raziskave v magistrskem delu je bil preveriti, ali se kapaciteta kratkoročnega spomina povečuje s starostjo. Končni vzorec je sestavljalo 66 udeležencev, starih med 10 in 27 let (n osnovnošolci = 23 n srednješolci = 22 n študenti = 21). Razdeljeni so bili v tri starostne skupine. Kapaciteto kratkoročnega spomina smo merili s pomočjo računalniške aplikacije, s katero merimo obseg številk, ki si jih posameznik zapomni. Eksperiment je bil sestavljen iz treh nalog, ki so se stopnjevale glede na težavnost. Rezultati raziskave so pokazali, da se kapaciteta kratkoročnega spomina s starostjo povečuje. Starejši udeleženci so pri nalogah preverjanja obsega kratkoročnega spomina dosegli boljše rezultate kot mlajši udeleženci. Memory is the ability to store and preserve information and is divided into three types – sensory, short-term and long-term memory. Each type of memory has its own process and structural characteristics, different duration and capacity. Studies related to the capacity of short-term memory indicate that it increases with age. The purpose of the research in the master's thesis was to check whether the capacity of short-term memory increases with age. The final sample consisted of 66 participants who were between 10 and 27 years old (n primary school students = 23 n secondary school students = 22 n students = 21). They were divided into three age groups. Short-term memory capacity was measured using computer application, which measures the range of numbers that an individual remembers. The experiment consisted of three tasks that escalated in difficulty. The results of the research showed that the capacity of short-term memory increases with age. Older participants performed better in the tasks of checking the short-term memory capacity than younger participants.

Staranje populacije je s seboj prineslo povečano zanimanje za kognitivni računalniški trening (KRT). Namen naše raziskave je bil preveriti učinek KRT-ja na kognitivne sposobnosti in njihove samoocene ter povezanost z izhodiščnimi kognitivnimi sposobnostmi in zadovoljstvom z življenjem pri specifični populaciji aktivnih starejših odraslih. V raziskavo je bilo vključenih 46 udeležencev, od tega jih je bilo 25 deležnih KRT-ja, ostali pa so predstavljali pasivno kontrolno skupino. Obe skupini smo testirali s testno baterijo pred in po zaključeni intervenciji, ki je bila sestavljena iz demografskega vprašalnika, vprašalnika o samooceni različnih sposobnosti in iz objektivnih testov kognitivnih sposobnosti. Rezultati so pokazali statistično pomembne učinke KRT-ja na vizualno spacialne sposobnosti, kratkotrajni in dolgotrajni spomin, pomembne razlike pa se niso pokazale pri verbalnih sposobnostih, kot smo predvidevali. Prav tako smo ugotovili večji učinek KRT-ja pri posameznikih z nižjimi dejanskimi kognitivnimi sposobnostmi na področju vizualno spacialnih sposobnosti, kratkotrajnega spomina, verbalne fluentnosti in hitrosti procesiranja informacij ter pri posameznikih z nižjimi samoocenami na področju verbalnih sposobnosti, vizualno zaznavnih sposobnosti in vizualnega spomina. Cohenov d je pokazal velik učinek pri dejanskih vizualno spacialnih sposobnostih. Pozitivni rezultati raziskave nakazujejo, da bi bilo za starejše odrasle vključevanje v KRT koristno, in v prihodnje priporočljivo nasloviti pomembnost upoštevanja metakognitivnega vidika udeležencev. Ageing of population has contributed to an increased interest in cognitive computer training (CCT). Our research was aimed at verifying how CCT affected cognitive abilities and self-evaluation scores as well as how it was connected with initial cognitive abilities and life satisfaction of active older adults. The research comprised 46 subjects of whom 25 received CCT and the remainder were assigned to a control group. Before and after the intervention, both groups were tested with a test battery which consisted of a demographic questionnaire, a questionnaire comprising an evaluation of different abilities as well as of objective tests of cognitive abilities. The outcomes showed a statistically significant effects of CCT on spatial abilities as well as on short-term and long-term memory. However, there was no notable difference between verbal abilities, as had been anticipated. We have also noticed profound effects of CCT on individuals with low actual cognitive abilities in the field of visual and spatial abilities, short-term memory, verbal fluency and information processing speed as well as on individuals with low self-evaluation scores in the filed of verbal abilities, visual and sensory abilities and visual memory. The Cohen’s d showed major impact on actual visual and spatial abilities. Positive outcomes of the research indicate that it would be good for older adults to be included in CCT. The outcomes further indicate that in the future it would be desirable to deal with the metacognitive aspect of participants as well.

Glavni namen magistrske naloge je bil raziskati, ali je splošno zdravje družinskih negovalcev slabše od splošnega zdravja ostale populacije. Preverjali smo razliko v stresu, depresiji in zadovoljstvu z življenjem. Preverjali smo tudi razlike med negovalci, ki skrbijo za svojca z demenco, in sicer glede na različne dejavnike, kot so naziv uradnega skrbnika, skupno prebivališče s svojcem z demenco, samostojna ali deljena skrb za svojca, partnerji v primerjavi z odraslimi otroki in trajanje oskrbe v letih. V raziskavi je skupno sodelovalo 223 udeležencev. Pri zbiranju podatkov smo uporabili lestvico zadovoljstva z življenjem (SWLS), lestvico depresivnosti, anksioznosti in stresa (DASS) ter vprašalnik bremena (ZB-22). Ugotovili smo, da je splošno zdravje družinskih negovalcev slabše od splošnega zdravja ostale populacije. Družinski negovalci oseb z demenco doživljajo več stresa, izražajo višje ravni depresivnosti in so manj zadovoljni z življenjem kot posamezniki, ki ne skrbijo za svojca z demenco. Med omenjenima skupinama nismo našli statistično pomembne razlike v moči negativne povezanosti med stresom in zadovoljstvom z življenjem. V primerjavi med družinskimi negovalci oseb z demenco smo ugotovili, da družinski negovalci, ki živijo s svojcem z demenco, doživljajo večje breme kot tisti, ki ne živijo s svojcem z demenco. Ostale zastavljene hipoteze glede razlik med družinskimi negovalci niso niso bile potrjene. The main purpose of this master's thesis was to investigate, whether the general health of family carers is worse than the general health of the rest of the population. We checked the differences in stress level, depression and life satisfaction. We were also checking the differences between carers who take care of a family member with dementia according to various factors, such as: having the title of official carer, living in the same household as the relative with dementia, independent or shared care for a relative with dementia, life partners in comparison with adult children in the role of carers, and duration of the caretaking in years. 223 people participated in the study. For data collection, we used The Satisfaction with Life Scale (SWLS), the Depression, Anxiety, Stress Scale (DASS), and Burden Interview (ZB-22). We discovered that the general health of family carers is worse than the general health of the rest of the population. Family carers of people with dementia experience more stress, express higher depression levels, and are less satisfied with their lives than people who do not care for a relative with dementia. Between the two groups, we were unable to find a statistically significant difference in strength of negative connections between stress and life satisfaction. When comparing family carers of people with dementia, we discovered that family carers who live with the person they care for, experience a bigger burden than those who do not share a household with a relative with dementia. All other objectives connected to differences between family carers did not confirm our predictions.

Iz polja raziskav, usmerjenih v proučevanje odnosa med kapaciteto delovnega spomina in matematično učinkovitostjo, izhajajo robustni dokazi o signifikantnem linearnem odnosu med kapaciteto delovnega spomina in matematično učinkovitostjo. Oznaka učinkovitost se v omenjenem polju raziskav nanaša na pogostost pravilnih odgovorov numeričnih operacij. Nikdar pa v te raziskave ni zajet drug vidik učinkovitosti, to je časovna učinkovitost. Model delovnega spomina, imenovan na času baziran model delitve virov, nam ponuja močno racionalo za predikcijo odnosa med kapaciteto delovnega spomina in hitrostjo reševanja numeričnih operacij. V nalogi tako raziskujemo odnos med kapaciteto delovnega spomina, hitrostjo reševanja numeričnih operacij in anksioznostjo. Regresijske analize, uporabljene v nalogi, pričajo o signifikantnem linearnem odnosu med kapaciteto delovnega spomina in hitrostjo reševanja numeričnih operacij. Nadalje rezultati naloge kažejo, da kapaciteta delovnega spomina pojasnjuje več variance v času reševanja numeričnih operacij, ko povečamo nivo kompleksnost serije numeričnih operacij oziroma povišamo število informacijskih elementov, ki morajo biti predmet upravljanja in začasnega shranjevanja. Drugi del naloge, ki je osredinjen na raziskovanje odnosa med anskioznostjo in kapaciteto delovnega spomina ter anksioznostjo in hitrostjo reševanja numeričnih operacij, ugotavlja odsotnost signifikantnega linearnega odnosa med anksioznostjo in kapaciteto delovnega spomina in preko mediatorskih analiz ugotavlja odsotnost mediatorskega učinka anksioznosti na hitrost reševanja numeričnih operacij. A body of research, devoted to exploring a relationship between working memory capacity and mathematical efficiency, yields a robust series of evidence for a significant linear relationship between working memory capacity and mathematical efficiency. The term efficiency invariably refers to the frequency of the correct mathematical camputations or responses, but another crucial aspect of efficiency, namely the time efficiency, is repeatedly overlooked in the scientific literature. Time based resource sharing model of working memory provides a strong rationale for predicting the relationship between working memory capacity and the numerical operation-solving speed. The thesis thereby explores the relationship between the working memory capacity, numerical operation-solving speed and anxiety. Regression analysis show a significant linear relationship between working memory capacity and the numerical operation-solving speed. Furthemore, our results show that, as the complexity – the number of information elements, required to be temporarily stored and manipulated – of the series of mathematical tasks increases, the working memory capacity ultimately explains a bigger proportion of variance in operation-solving speed. The second part of thesis, that explores a relationship between the anxiety and the working memory capacity as well as the relationship between the anxiety and the numerical operation-solving speed, shows no significant linear relationship between the anxiety and the working memory capacity. It also shows no mediating effect of anxiety on numerical operation-solving speed.

Tvegano vedenje je pogosto predvsem med mladostniki, vendar zelo pogosto pusti posledice v kasnejših življenjskih obdobjih. Tvegano spolno vedenje je tesno povezano s samoregulacijo in samokontrolo, ki se oblikujeta od otroštva pa vse do odraslosti. Starši igrajo pomembno vlogo pri seznanjanju otrok s tveganim spolnim vedenjem in deloma tudi pri tem, do katere mere se bo pri otroku razvila samoregulacija in samokontrola. Namen naše magistrske naloge je bil ugotoviti, kako se samoregulacija in samokontrola povezujeta s tveganim spolnim vedenjem. Podatke smo pridobili s tremi vprašalniki (Vprašalnik samoregulacije – ASRI, Lestvica samokontrole in Vprašalnik tveganega spolnega vedenja – SRS). V raziskavo so bili vključeni dijaki, ki obiskujejo gimnazijo na območju Podravske regije. Rezultati so pokazali, da se višja izražena stopnja samoregulacije in samokontrole med mladostniki povezuje z nižjo stopnjo vpletenosti v tvegana spolna vedenja. Pokazale so se statistično pomembne razlike med spoloma, kjer smo ugotovili, da so fantje tisti, ki so bolj vpleteni v tvegana spolna vedenja kot dekleta. Prav tako so se pokazale statistično pomembne razlike med spoloma v smeri, da so fantje tisti, ki so pogosteje vpleteni v nezaščitene spolne odnose. Rezultati so v večji meri potrdili naše hipoteze in predvidevanja. Izsledki raziskave so ključni predvsem za ozaveščanje mladostnikov in staršev o tveganem spolnem vedenju. Risky behavior that is especially often among adolescents can very often have far-reaching consequences. Risky sexual behavior is closely linked to self-regulation and self-control, which are shaped in early childhood and continue developing also in adulthood. Parents play an important role in informing children about risky sexual behavior, and partly in determining to what extent self-regulation and self-control will develop in their child. The aim of our master's thesis was to establish how self-regulation and self-control are related to risky sexual behavior. We conducted a research and obtained needed information with three questionnaires (Adolescent Self-Regulatory Inventory - ASRI, Self-Control Scale and Sexual Risk Survey - SRS). Our research included students attending secondary schools in the Podravje region. The results showed that a higher degree of self-regulation and self-control among adolescents is associated with lesser involvement in risky sexual behaviors. Statistically significant gender differences show that boys are more likely to be involved in risky sexual behaviors than girls. It also showed statistically significant gender differences, such as boys more often engage in unprotected sexual relations. The results confirmed our hypotheses and predictions to a greater extent. The results of our research are of key importance for raising parents’ and adolescents’ awareness of risky sexual behavior.

V obdobju mladostništva pride do veliko sprememb na kognitivnem, čustvenem, osebnem in socialnem področju, razvija pa se tudi posameznikova identiteta. Za obdobje mladostništva je značilno veliko nihanj na vseh življenjskih področjih. V mladostništvu se razvija tudi posameznikova zmožnost samoregulacije. Samoregulacija je sposobnost posameznika, da lahko zavestno spremeni svoje misli in občutke glede na zunanjo situacijo ter ostane še naprej usmerjen k cilju. Gre za proces, ki se razvija skozi celotno življenje in se povezuje z različnimi dejavniki. V pričujoči raziskavi nas je zanimalo, s katerimi individualnimi in družinskimi dejavniki se samoregulacija povezuje v obdobju mladostništva. V raziskavi je sodelovalo 156 mladostnikov, od tega 70 osnovnošolcev in 86 srednješolcev. Udeleženci so reševali Vprašalnik samoregulacije za mladostnike – ASRI, Vprašalnik navezanosti na starše in vrstnike – IPPA in Vprašalnik o tveganih vedenjih pri mladostnikih – ARQ. Pridobljene podatke smo statistično obdelali s programom SPSS 22.0.0.0. Ugotovili smo, da prihaja do šibke povezave med izraženo samoregulacijo in odnosom oz. navezanostjo na mamo. Do zmerne povezave prihaja med izraženo samoregulacijo in socialno-ekonomskim statusom družine mladostnika. Se pa s socialno-ekonomskim statusom družine visoko povezuje dolgoročna samoregulacija mladostnikov. Prav tako smo ugotovili, da se nižja stopnja samoregulacij povezuje z več tveganimi vedenji. Zanimalo nas je tudi, ali se višja stopnja samoregulacije povezuje z boljšim šolskim uspehom, kjer smo tudi ugotovili šibko povezavo. Adolescence is a period in which a lot of changes occur in cognitive, emotional, personal and social area. It is also a time when a person's identity is developing. Adolescence is characterized by many fluctuations in all areas of life. Self-regulation is also one of the processes developing during the adolescence. Self-regulation is an individual's ability to consiously change his thoughts and feelings in relation to an external situation and maintain his direction towards the goal. It's the process that develops through lifetime and it connects with various factors. The goal of this research was to determine which individual and family factors are connected during adolescence with self-regulation. The research consisted of 156 adolescents, 70 of them from grammar school and 86 from high school. Three differen questionnaires were applied: Adolescent Self-Regulatory Inventory – ASRI, Inventory of Parent and Peers Attachament – IPPA and Adolescent Risk-Taking Questionnaire – ARQ. SPSS 22.0.0.0 was used for statistical analysis of results. There is a weak connection between expressed self-regulation in adolescence and attachment to the mother. There is a moderate connection between self-regulation and socio-economic status of the adolescent's family. However, there is also a high connection between socio-economic status and long-term self-regulation. We also discovered that low self-regulation is connected with higher risk-taking behaviours. We also wanted to know if higher self-regulation correlates with school success and we discovered a weak correlation.

V teoretičnem delu magistrskega dela opisujemo čezmerno telesno težo in debelost kot zdravstveni problem ter nato še kot družbeni problem. Preučili smo pojem telesne samopodobe - pri tem smo definirali pojem splošne samopodobe, samospoštovanja - različne raziskave na področju samopodobe, telesne samopodobe, vpliv socialno-ekonomskega statusa in prekomerne telesne teže ter tudi vpliv medijev na telesno samopodobo. V nadaljevanju smo opisali motnje hranjenja ter kot zadnje še možne pristope za zmanjšanje problema debelosti pri otrocih in mladostnikih. V empiričnem delu magistrskega dela smo predstavili empirično raziskavo. Anketni vprašalnik je bil sestavljen iz dveh delov. Prvi del je bil sestavljen iz vprašanj, ki smo jih oblikovali sami glede na namen raziskovanja, drugi del je bil iz vprašanj slovenskega prevoda vprašalnika telesne samopodobe psdq. Za obdelavo podatkov smo uporabili statistični program SPSS. Glede na pridobljene rezultate lahko sklepamo, da se v zadnjih nekaj desetletjih problemi prekomerne telesne teže in debelosti povečujejo. Prav tako rezultati kažejo, da imajo mladostniki s prekomerno telesno težo nižjo splošno telesno samopodobo v primerjavi z ostalimi mladostniki. Glede na socialno-ekonomski status se je pokazalo, da je v družinah z nižjim socialno-ekonomskim statusom več prekomerno težkih otrok. Statistično pomembne razlike v gibalnih sposobnostih med mladostniki s prekomerno telesno težo in ostalimi mladostniki nismo dokazali. Prav tako nismo dokazali statistično pomembne razlike v telesni samopodobi med dekleti in fanti s prekomerno telesno težo. In the theoretical part of the master’s thesis we have described overweight and obesity first as medical and second as a social problem. Moving on, we have looked at body image and defined what physical self-concept and self-respect stand for. Then we have shown research concerning body image, physical self-concept and the effects of socio-economic status, overweight and media on physical self-concept. Further on, we have described eating disorders and lastly some possible approaches towards decreasing the obesity rate in children and adolescents. In the empirical part, we introduced our research, which was done through the online survey page 1ka. The survey consisted of two parts. The first part was built of questions, chosen for this particular survey, while the other part was built from the Slovene translation of the self-concept questionnaire PSDQ. We used SPSS to analyze the data. Looking into the results, we can conclude that the problems with overweight and obesity have increased in the last few decades. We can also infer that the overweight teenagers have lower results in overall physical self-concepts, compared to the other adolescents. We also conclude that there are more overweight children in families with a lower socio-economic status than in other families. We have not proven a statistically significant difference in physical abilities of the overweight and normal weight adolescents. We also have not proven a statistically significant difference in physical self-concept between our two groups of overweight boys and girls.

Mladostniki z lažjo motnjo v duševnem razvoju imajo primanjkljaje na področju intelektualnega delovanja in prilagoditvenih spretnosti. V slednje uvrščamo tudi težave na področju socialnih veščin, zato smo se odločili za izvedbo treninga socialnih veščin v dveh šestih razredih osnovne šole s prilagojenim programom vzgoje in izobraževanja z nižjim izobrazbenim standardom. Vključena je bila tudi kontrolna skupina. Potekalo je 10 srečanj z interaktivnimi igrami in diskusijami po eno šolsko uro v vsaki skupini, enkrat na teden. Z vprašalnikom socialnih veščin so bile izmerjene veščine asertivnost, empatija, samokontrola, sodelovanje in odgovornost. Socialne veščine so ocenili učenci in njihovi starši. Zanimal nas je tudi morebiten vpliv treninga na razredno klimo, za merjenje katere smo prav tako uporabili vprašalnik, ki so ga izpolnili učenci in razredničarke. Izveden je bil tudi intervju z razredničarkama eksperimentalnih razredov. Po vsakem srečanju je potekala evalvacija posamezne delavnice s strani učencev, razredničark in vodje delavnic. Rezultati so pokazali, da je imel trening socialnih veščin rahel pozitiven učinek na socialne veščine v splošnem, spremembe so se pokazale tudi pri nekaterih specifičnih veščinah. Pri razredni klimi so se pokazale manjše pozitivne spremembe v medosebnih odnosih, ki so del konstrukta, na podlagi rezultatov pa ne moremo ugotoviti vpliva treninga na razredno klimo. Evalvacije so pokazale zadovoljstvo s treningom, učenci so poročali o dobrem počutju, razredničarki pa o ustreznosti in koristnosti treninga. Tovrstne treninge socialnih veščin bi bilo smiselno skozi daljše časovno obdobje izvajati tudi v prihodnje, saj že krajše intervencije pripomorejo k pozitivnim spremembam. Adolescents with a mild intellectual disability have deficiencies in intellectual activity and adaptive skills. The latter also includes problems with social skills, that is why we decided to implement a social skills training in two 6th grade groups in primary school with special educational program with a lower education standard. A control group was also included. Twelve meetings were held with interactive games and discussions one hour a week in each group, once a week. With the social skills questionnaire, we measured assertiveness, empathy, self-control, cooperation and responsibility. Social skills were assessed by pupils and their parents. We were also interested in the potential impact of training on the classroom climate, for measuring which we also used a questionnaire, that was filled by pupils and class teachers. An interview with class teachers of experimental classes was also conducted. After each meeting, training was evaluated by pupils, classmates and trainer. The results showed that social skills training had a slight positive effect on social skills in general, and some specific skills have also been shown to change. The results of training on classroom climate showed smaller positive changes in interpersonal relationships, which are part of the construct, but we can not claim the overall impact of training on the classroom climate on the basis of results. Evaluations showed satisfaction with training, pupils reported on well-being, and class teachers reported on the suitability and usefulness of the training. Such social skills trainings should be used in the future over a longer period of time, as shorter interventions already contribute to positive changes.

Magistrsko delo obravnava strategije spoprijemanja s stresom in/v povezavi z osebnostno čvrstostjo mladostnikov. Namen oziroma cilj teoretičnega dela magistrskega dela je bil predstaviti pojem mladostništva in stresa ter značilnosti strategij spoprijemanja s stresom. Ker nas je v magistrskem delu zanimalo, kako se s stresom spoprijemajo mladostniki, koliko so osebnostno čvrsti in kako se ti področji povezujeta med seboj, smo želeli predstaviti tudi osebnostno čvrstost, z njo povezane pojme, kot je odpornost, in njeno povezanost s strategijami spoprijemanja s stresom. V empiričnem delu smo predstavili rezultate raziskave, ki smo jo izvedli na vzorcu 143 mladostnikov in mladostnic. Zanimalo nas je, katere strategije uporabljajo, ko se soočajo s stresnimi situacijami. Prav tako smo želeli ugotoviti, koliko so mladostniki osebnostno čvrsti, kadar se soočajo z različnimi izzivi v življenju. Pri tem smo preučili razlike v odgovorih glede na spol, starost in učni uspeh. Na koncu smo ugotavljali povezanost med strategijami spoprijemanja s stresom in osebnostno čvrstostjo. Rezultati so pokazali, da mladostniki in mladostnice v povprečju enakovredno izbirajo strategije spoprijemanja s stresom. Največje razlike so se pokazale pri humorju, s katerim se mladostniki v večji meri odzovejo na stres, in pri iskanju emocionalne socialne podpore, kjer se mladostnice v stresnih situacijah v povprečju pogosteje odločijo poiskati emocionalno socialno podporo. Mladostniki v srednji adolescenci kažejo v primerjavi z mladostniki v zgodnji adolescenci pogostejšo uporabo aktivnega in načrtnega spoprijemanja s stresom. Mladostniki z višjim učnim uspehom se uspešneje spoprijemajo s stresom kot mladostniki z nižjim učnim uspehom, saj v povprečju pogosteje uporabljajo strategije, ki vodijo v konstruktivno spoprijemanje s stresom. Glede na rezultate osebnostne čvrstosti mladostnikov smo ugotovili, da dekleta dosegajo višjo osebnostno čvrstost kot fantje. Z raziskavo smo ugotovili, da obstaja zveza med osebnostno čvrstostjo in na problem osredotočenimi strategijami spoprijemanja s stresom. Posameznik, ki stresne situacije jemlje kot izziv in priložnost za osebnostno rast ter je angažiran, pogosteje uporablja na problem osredotočene strategije spoprijemanja s stresom. Posameznik se stresnih situacij loti aktivno in načrtno, pretehta možne korake, stopi v akcijo in prav tako pozitivno ponovno oceni stresorje ter jih ne zanika, ne beži pred njimi ali jih »pomete pod preprogo«. This master’s thesis focuses on stress management strategies and/in relation to personal hardiness of adolescents. The purpose or objective of the theoretical part of the master’s thesis was to present the terms of adolescence and stress and the characteristics of stress management strategies. As this master’s thesis focused on how adolescents cope with stress, their personal hardiness and the relation between these two aspects, our purpose was also to present personal hardiness (and the related terms such as resilience) and its relation to stress management strategies of adolescents. The empirical part presents the results of a study which was based on a sample of 143 adolescents. We were interested in the strategies used by adolescents when facing stressful situations. We further wished to establish the personal hardiness of adolescents when faced with different challenges in life. We studied the differences in their answers with regard to gender, age and academic performance. We finally established connections between stress management strategies and personal hardiness of adolescents. The results have shown that, on average, adolescents are equal in terms of which strategies they choose when coping with stress. The largest differences were evident in humour, as male adolescents respond to stress with humour more frequently than female adolescents and in the search for emotional social support, as female adolescents, on average, more frequently decide to seek emotional social support than their male counterparts. Compared to early adolescence, the use of active and planned coping is more frequently employed in middle adolescence. Adolescents with better academic performance are more successful in managing stress than adolescents with a poorer academic performance, as, on average, they more frequently employ strategies that lead to constructive coping. As regards the results of personal hardiness of adolescents, it has been established that girls show higher levels of personal hardiness than boys. The study further established a connection between personal hardiness and problem-focused stress management strategies of adolescents. Individuals, who view stressful situations as a challenge and opportunity for personal growth and are committed, more frequently employ problem-focused stress management strategies. They cope with stressful situations actively and deliberately, weigh the possible steps and take action. They further positively reassess stressors and do not deny them, run away from them or “sweep them under the carpet”.

Več študij je preučevalo bližnje in daljne transferne učinke kognitivnega treninga (predvsem treninga delovnega spomina), a je bilo le malo študij narejenih na populaciji otrok z lažjo motnjo v duševnem razvoju. Iz tega razloga smo želeli v naši raziskavi preveriti, kakšne učinke ima računalniški kognitivni trening – virtualni labirint – na kognitivne funkcije otrok z lažjo motnjo v duševnem razvoju. V raziskavi so nas še posebej zanimali učinki treninga na izvršilne funkcije in, z njimi povezane, kognitivne funkcije. Pri ugotavljanju primanjkljajev izvršilnega funkcioniranja otrok z motnjo v duševnem razvoju so si študije enotne v tem, da imajo v primerjavi z otroki primerljive kronološke starosti otroci z motnjo v duševnem razvoju slabše izvršilne funkcije. Ko primerjamo otroke z motnjo v duševnem razvoju z otroki primerljive mentalne starosti, pa ugotovitve niso konsistentne. Morda k temu pripomore tudi dejstvo, da večina študij ne preučuje celostne slike izvršilnega funkcioniranja, ampak se študije bolj osredotočajo na posamezne izvršilne funkcije. S tega vidika smo v naši raziskavi preverjali učinke na številne izvršilne in druge kognitivne funkcije: delovni spomin, inhibicijo, preklapljanje, emocionalno kontrolo, začenjanje, načrtovanje, organiziranje materialov, preverjanje kakovosti ali napredka, pozornost, hitrost procesiranja vizualnih informacij, dolgotrajni in kratkotrajni spomin. V raziskavi je sodelovalo 21 učencev, 11 v eksperimentalni in 10 v kontrolni skupini. Vključili smo učence od 4. do 9. razreda, stari so bili od 10 do 19 let. Eksperimentalna skupina je trening izvajala 12x po 35 minut. Intervencija je potekala skupinsko, 2x na teden. Kontrolna skupina je bila pasivna in ni izvajala nobenih aktivnosti. Pred in po končanih treningih smo udeležence v kontrolni in eksperimentalni skupini testirali z nevropsihološkimi testi in računalniško baterijo CogState, razrednikom pa smo razdelili vprašalnik BRIEF za učitelje, ki so ga izpolnili za vsakega učenca posebej. Rezultati so pokazali, da je eksperimentalna skupina pri številnih merah izvršilnih funkcij pomembno izboljšala svoj rezultat s prvega na drugo testiranje. Pomembne izboljšave pri eksperimentalni skupini v primerjavi s kontrolno skupino pa so se pokazale pri nalogah AVLT – totalna pridobitev, AVLT IV ter Testu povezovanja – A delu. Rezultat se je zelo približal statistični pomembnosti tudi pri nalogi verbalne fluentnosti, kjer so morali udeleženci v eni minuti našteti čim več živali na črko K ter pri meri natančnosti izvedbe Testa asociativnega učenja parov (CPAL, acc). Ugotovitve torej kažejo, da je računalniški kognitivni trening – virtualni labirint – pri otrocih z lažjo motnjo v duševnem razvoju izvedljiv in učinkovit. Pri našem vzorcu so se pokazali pomembni učinki treninga na nekatera merjena področja. Smiselne bi bile torej nadaljnje študije treninga pri tej skupini otrok, da bi ugotovili, kakšen trening je zanje najbolj učinkovit. Dobro bi bilo tudi razmisliti o vključitvi tovrstnih treningov v šolsko okolje. A few studies carried out research into short and long-term transfer effects of cognitive training (especially working memory training), but only few were carried out on children with mild intellectual disability. For this reason we wanted to study the computerised cognitive training effects (namely virtual labyrinth) on cognitive functions of children with mild intellectual disability. We were particularly interested in its effects on executive functions and the cognitive functions connected with them. All studies showed that in comparison with the children with the comparable cronological age those with mild intellectual disability have worse executive functions, while in comparison with the children of comparable mental age the findings are inconsistent. A thing that contributes to it might also be the fact that most studies do not examine the holistic picture of executive functioning, but they mainly focus on particular executive functions. That is why we checked the effects on several executive and other cognitive functions which are working memory, inhibition, shift, emotional control, initiate, planning, material organising, monitor, attention, processing speed, short and long-term memory. Twenty-one students participated, eleven in the experimental and ten in the control group. Included were fourth to ninth graders, aged from ten to nineteen. The experimental group had trainings twelve times, each lasting 35 minutes. Intervention took place in groups, twice a week. The control group was passive and did not have any activities. Before and after trainings the participants in the control and experimental group were tested with neuropsychological tests and computer battery CogState, while the headteachers were handed out the BRIEF questionnaire for teachers and filled it in for each individual student. The results showed that the experimental group improved its result considerably at second testing at several measurements of executive functions. Significant improvements of the experimental group compared to the control group, however, were made at the AVLT tasks – total gain, at AVLT IV and the Trail Making Test, A part. The result got very close to the statistical importance at the task of verbal fluency, where the participants had to name as many animals beginning with K as possible, as well as at the measurement of accuracy of taking the Continuous Paired Associate Learning test (CPAL, acc). Our findings show that virtual labyrinth, computerised cognitive training with kids with mild intellectual disability, is feasible and effective. Our sample revealed important training effects in some measured fields. Therefore, further studies of training with this children's group would indicate exactly which training is the most efficient for them. Considering the integration of such trainings into schools would be a good thing as well.

V zadnjih letih v psihološki literaturi zasledimo vse več študij, vezanih na preverjanje učinkov intervencij čuječnosti. Prevladujejo predvsem takšne, ki nakazujejo učinke omenjenih intervencij na zmanjšanje ravni depresivnosti, stresa in anksioznosti. Študij, vezanih na preverjanje učinkov intervencij na subjektivno blagostanje, je manj, njihovi rezultati pa so nekonsistentni. Večina raziskav je izvedenih na kliničnih vzorcih, od katerih je le manjše število izvedenih na vzorcu oseb v pozni odraslosti. Namen magistrskega dela je bil preveriti učinke delavnic čuječnosti na spretnosti čuječnosti oseb v pozni odraslosti. Prav tako smo želeli preveriti učinke delavnic čuječnosti na posamezne spremenljivke psihičnega blagostanja – depresivnost, stres, anksioznost in subjektivno blagostanje. Naš končni vzorec je sestavljalo 24 udeležencev iz dveh domov za upokojence, s povprečno starostjo 79 let. Udeleženci so bili razdeljeni v eksperimentalno (N = 12) in kontrolno skupino (N = 12). Eksperimentalna skupina je bila deležna 7-tedenskih delavnic čuječnosti, medtem ko za kontrolno skupino ni bila predvidena nobena posebna aktivnost. Vsi udeleženci so teden pred pričetkom delavnic eksperimentalne skupine in teden po koncu, rešili predviden sklop vprašalnikov. Rezultati ANOVE za mešan načrt so pokazali statistično pomembno interakcijo čas x skupina za depresivnost, stres, anksioznost in čuječnost. Na osnovi tega smo potrdili učinke delavnic na merjene spremenljivke psihičnega blagostanja. Omenjenega nismo potrdili za subjektivno blagostanje, kjer pri negativnem afektu emocij in zadovoljstvu z življenjem, ni prišlo do statistično pomembne interakcije čas x skupina. Kljub določenim pomanjkljivostim (pasivna kontrolna skupina, majhen vzorec udeležencev), naša študija predstavlja dobro izhodišče za nadaljnje preučevanje učinkov intervencij na vzorcu zdravih starostnikov. In recent years it is possible to find more and more studies in psychological literature, based on testing the effects of mindfulness interventions. Among the prevailing ones are those which signal the effects of previously mentioned interventions on reducing levels of depression, stress and anxiety. Results of the study, based on testing the effects of interventions on the subjective’s well-being, are not that many and have proven to be inconsistent as well. Most of the research is carried out by clinical samples, of which only a few are performed on the sample of older adults. The purpose of this master’s thesis was to check the effects of mindfulness workshops on skills of mindfullness in older adults. We also wanted to research the effects of mindfulness workshops on individual variables of mental well-being - depression, stress, anxiety and the subjective’s well-being. Our final sample consisted of 24 participants from two retirement homes with the average age being 79 years. The participants were divided into experimental (N = 12) and control group (N = 12). The experimental group participated in 7-weeks mindfulness workshops, meanwhile the control group did not have a special activity in plan. A week before the begining and a week after the end of workshops presumed for the experimental group, all participants were given complex questionnaires to fill in. The mixed-design ANOVA results have shown a statistically significant interaction time x group for depression, stress, anxiety and mindfulness. Based on this, we were able to confirm the effects of workshops on measuring the variable of mental well-being. Yet the aformentioned had not been confirmed for the subjective’s well-being, where at the negative effect of emotions and satisfaction with life, statistically significant interaction time x group did not occur. Despite certain inadequacies (passive control group, small sample of participants), our study represents a valuable basis for further research of interventions’ effects on the sample of older adults.

Prostorska navigacija je kompleksna kognitivna sposobnost, ki je nujna za vsakodnevno delovanje v okolju in je odvisna od širokega spektra kognitivnih sposobnosti (Moffat, 2009). Namen magistrske naloge je bil preveriti učinek računalniškega kognitivnega treninga prostorske navigacije na nekatere kognitivne sposobnosti pri nadarjenih učencih. Bolj specifično nas je zanimalo, ali lahko s kognitivnim treningom prostorske navigacije vplivamo na povečanje obsega kratkoročnega spomina, delovnega spomina, vizualno prostorskega spomina, besednega spomina, na izboljšanje hitrosti procesiranja informacij in izvršilnih funkcij. V raziskavi so sodelovali učenci 5. in 6. razreda osnovne šole, ki so bili identificirani kot nadarjeni učenci in so hkrati na testu inteligentnosti (SPM) dosegli vsaj nadpovprečen rezultat. Končni vzorec je obsegal 13 udeležencev v eksperimentalni skupini in 15 udeležencev v kontrolni skupini. Intervencija je zajemala 8 srečanj po 45 minut v razmiku enega tedna. Kontrolna skupina je bila med tem časom pasivna. Rezultati analize variance za mešan načrt so pokazali velik in statistično pomemben učinek interakcije med časom in skupino pri hitrosti procesiranja, prav tako se je pokazal velik učinek interakcije med časom in skupino pri takojšnem priklicu vizualno prostorskega spomina. Pri ostalih odvisnih spremenljivkah učinek interakcije ni bil velik in statistično pomemben. Parni t-test je pri vseh odvisnih spremenljivkah pokazal statistično pomembno razliko med začetnim in končnim testiranjem pri eksperimentalni skupini, pri čemer so se vrednosti Cohenovega d gibale od srednjega do velikega učinka. Kognitivni trening prostorske navigacije se zdi uporaben kot oblika dela z nadarjenimi učenci, ki kažejo potenciale na intelektualnem področju. Spatial navigation is a complex cognitive skill and one that is necessary for daily activities in any environment. It depends on a wide specter of cognitive abilities (Moffat, 2009). With my master’s thesis, I aimed to examine the effect of computerized cognitive training of spatial navigation on certain cognitive abilities of gifted pupils. More specifically, we were interested whether cognitive training of spatial navigation can help improve the capacity of short-term memory, working memory, visuospatial memory, and verbal memory, along with increasing the speed of processing and executive functions. Fifth and sixth-grade pupils who’d been identified as gifted and had scored at least above average results at SPM intelligence tests took part in the study. The final study sample included thirteen participants in the experimental group and fifteen participants in the control group. The intervention included eight 45-minute sessions at a one-week interval. The control group was passive during this time. Results of mixed ANOVA have shown a large and statistically significant effect of the interaction of time and group in the speed of processing, as well as a large effect size of the interaction of time and group in immediate recall of visuospatial memory. Other dependent variables showed a small and statistically non-significant effect of interaction. With dependent variables, the paired sample t-test showed a statistically significant difference between pretest and posttest scores of the experimental group, with Cohen’s d values ranging from medium to large effect sizes. Cognitive training of spatial navigation seems to be useful as a method of working with gifted pupils displaying intellectual potential.

Raziskovalna naloga ima tri glavne namene. Prvi namen je preveriti veljavnost in zanesljivost inštrumentov. Drugi namen je preveriti razlike v odnosu do tveganega vedenja, iskanja dražljajev in prizadevnem nadzoru glede na spol in med razvojnimi obdobji ter preveriti, ali prihaja do razlik pri vključevanju v tvegano vedenje glede na socialno-ekonomski status. Tretji namen je proučiti odnos vključenih spremenljivk ter mediatorsko vlogo zaznavanja tveganja in koristi tveganja v odnosu med iskanjem dražljajev in tveganim vedenjem. Vzorec je sestavljalo 412 udeležencev. Uporabili smo vprašalnik tveganega vedenja (DOSPERT), kratko lestvico iskanja dražljajev (BSSS-8), vprašalnik temperamenta za zgodnje mladostništvo (EASTQ-R) in vprašalnik temperamenta za obdobje odraslosti (ATQ), ki so se izrazili kot veljavni. Razlike med razvojnima obdobjema so se izrazile v odnosu do tveganega vedenja in iskanja dražljajev, medtem ko razlike socialno-ekonomskega statusa pri vključevanju v tvegano vedenje niso bile statistično pomembne. Razlike glede na spol so se izrazile v odnosu do tveganega vedenja, medtem ko v iskanju dražljajev in prizadevnem nadzoru niso bile statistično pomembne. Odnos prizadevnega nadzora z iskanjem dražljajev in tveganim vedenjem je odvisen od razvojnega obdobja. Iskanje dražljajev se pozitivno povezuje s tveganim vedenjem in koristmi tveganja ter negativno z zaznavanjem tveganja. Prav tako ugotavljamo, da sta koristi tveganja in zaznavanje tveganja mediatorja odnosa med iskanjem dražljajev in tveganim vedenjem. The research paper has three main objectives. The first objective is to check the validity and reliability of the instruments. The second one is to examine the differences in relation to risky behavior, sensation seeking and the diligent control by gender and during development periods, and to check if there are differences in the inclusion in risky behavior in terms of socioeconomic status. The third objective is to examine the relation between the variables involved and the mediator role of risk perception and risk benefits in the relation between sensation seeking and risky behavior. The sample consisted of 412 participants. We used the questionnaire for measuring risk perceptions and risk behaviors (DOSPERT), the short search scale (BSSS-8), the early adolescent temperament questionnaire (EATQ-R), and the adult temperament questionnaire (ATQ) which had been declared as valid. The differences between development periods were expressed in relation to risky behavior and sensation seeking, while the differences in socioeconomic status in inclusion in risky behavior were not statistically significant. Gender differences were expressed in relation to risky behavior, while they were not statistically significant in sensation seeking and diligent control. The attitude of diligent control with sensation seeking and risky behavior depends on the developmental period. Sensation seeking is positively linked to risky behavior and the risk benefits and negatively linked to risk perception. It has also been found that the risk benefits and risk perception of a mediator are the relations between sensation seeking and risky behavior.

Veliko starostnikov v današnji družbi izkusi mnogo izgub, ostane brez socialnega kroga, se sooča z mnogimi zdravstvenimi težavami in temu pogosto sledijo negativna občutja. Za mnoge starostnike je institucionalno varstvo ali preselitev v dom tista točka, ki hudo strese njihov emocionalni svet. Nekateri med njimi spremembo doživijo precej pozitivno, saj jim prinaša oskrbo, nov socialni krog, morebitne hobije, lepo bivalno okolje, zdravniško in drugo pomoč. Za določeno skupino starostnikov pa je iztrganje iz domačega, znanega okolja šok, ki ga le stežka obvladujejo. Osnovni namen magistrskega dela je preučitev dejavnikov, ki vplivajo na osamljenost, zadovoljstvo z življenjem in prevladujoče razpoloženje starostnikov. Kvantitativno raziskavo smo opravili na vzorcu 100 udeležencev od teh jih je 65 (65 %) ženskega spola in 35 (35 %) moškega spola. Udeleženci so stari med 65 in 97 let, s povprečno starostjo 79,01 let (SD = 8,04). V kvaliativnem delu je sodelovalo 20 intervjuvancev. Uporabljeni instrumenti: SWLS, PANAS, UCLA, The Bradburn Affect Balance Scale, polstrukturiran intervju. Rezultati kažejo, da med skupinama starostnikov glede na način bivanja (doma ali v instituciji) prihaja do pomembnih razlik v zadovoljstvu z življenjem in pozitivnem afektu. Starostniki, ki živijo doma, občutijo statistično pomembno višje zadovoljstvo z življenjem v primerjavi s starostniki, ki živijo v domu za ostarele ali drugi obliki institucionalnega varstva. Rezultati kažejo, da imajo starostniki, ki živijo doma, statistično pomembno bolj izražen pozitivni afekt kot starostniki, ki živijo v domu za ostarele ali drugi obliki institucionalnega varstva. Pri občutku osamljenosti ne prihaja do statistično pomembnih razlik. Prav tako pa razlik ni na našem vzorcu pri spremenljivkah, kot sta negativni afekt in skor Bradburnove lestvice razpoloženja. Zadovoljstvo z življenjem (Lestvica SWLS) je na našem vzorcu statistično pomembno višje pri moških, prav tako pozitivni afekt lestvice PANAS. Občutek osamljenosti je statistično pomembno negativno povezan z zadovoljstvom življenjem in pozitivnim afektom ter pomembno pozitivno z negativnim afektom. Iz teh rezultatov lahko vidimo, da je socialna vključenost, ki je na drugem polu osamljenosti pozitivno povezana tako s pozitivnim afektom kot tudi z zadovoljstvom z življenjem. Soočanje s problematiko in celostna obravnava socialnega varstva ter staranja zahteva precej napore in energije vseh vpletenih – od zaposlenih, ki vsakodnevno skrbijo za starostnike, družin in prijateljev, lokalnih skupnosti do makro nivoja – države. In nenazadnje upoštevaje okvirja Evropske unije, ki predpisuje in nalaga določene ukrepe na področju trajne oskrbe. Many seniors in today's society have experienced a great many losses, and stayed without any social circle or faced many health problems and often negative feelings follow therefrom. For many seniors an institutional guardianship or a move into an old people's home is a point that shudders heavily their emotional life. Some of them experience such a change rather positively since it provides them with nursing, new social environment, eventual hobbies, a pleasant milieu to stay, medical as well as any other kind of assitance. However, for some seniors such a snatch out from their domestic, everyday environment can be a shock that they hardly get over. The basic purpose of the Master's thesis is to research the factors exerting influence upon loneliness, contentment with life as well as the seniors' prevalent mood. The quantitative research was made by a pattern of 100 participants, among them 65 (65 %) of women and 35 (35 %) of men aged from 65 to 97 years, i.e. 79,1 years (SD = 8,04) on the average. 20 interviewed persons took part in the qualitative part of the research. The instruments used: SWLS, PANAS, UCLA, The Bradburn Affect Balance Scale, a semi-structured interview. The results have shown that there are significant differences among the groups of seniors as regards their residence (at home or in an institution) and their contentment with life and positive affection. The seniors staying at home feel a statistically significantly greater contentment with life compared to the seniors staying in an old people's home or in another kind of instititional guardianship. The results have shown that the seniors staying at home have got a statistically significantly more expressive positive affection than the seniors staying in an old people's home or in another kind of instititional guardianship. As regards the feeling of loneliness, there are no statistically significant differencies and so there are no differencies implied in our pattern with variablenesses like a negative affection and the contentment acc. to the Bradburn Scale score. The contentment with life ( SWLS Scale) is in our pattern statistically significantly higher with men and so it is the positive affection of the PANAS Scale. The feeling of loneliness is statistically significantly negatively related to the contentment with life and the positive affection and significantly positively to the negative affection. It can be seen from these results that the social implication being on another pole of loneliness is positively related to the positive affection as well as to the contentment with life. Confrontation with the problems and the entire dealing with the social welfare and ageing require a great deal of efforts and energy of all involved, i.e. from the employees taking care of the seniors daily, the families and friends and local communities to the state macro-level. And after all, considering the frame of the European Union regulating and imposing certain measures in the field of permanent care.

Dosedanje raziskave samoregulacije ter socialnega in emocionalnega razvoja kažejo na povezanost med temi pomembnimi področji. Otroci z višjo samoregulacijo so bolj kompetentni na socialnem in emocionalnem področju, kar vpliva tudi na njihov kasnejši razvoj. Uspešna samoregulacija je pomemben razvojni mejnik v otroštvu in je celo prediktor kasnejšega uspeha na številnih življenjskih področjih. Namen naše raziskave je bil na populaciji otrok starih od 4 do 6 let ugotoviti povezanost toplega (prizadevni nadzor) in hladnega (izvršilne funkcije) aspekta samoregulacije ter povezanost slednjega z emocionalno stabilnostjo in prosocialnim vedenjem. Hoteli smo ugotoviti tudi spolne razlike otrok pri prizadevnem nadzoru, razlike v prizadevnem nadzoru glede na zakonski oz. partnerski status staršev ter razlike pri ocenjevanju prizadevnega nadzora s strani njihovih staršev in vzgojiteljev. V raziskavo je bilo vključenih 115 otrok iz dveh vrtcev na Hrvaškem, podatke pa smo pridobili tudi od njihovih staršev in vzgojiteljev. Prizadevni nadzor smo merili s kratko obliko Vprašalnika o vedenju otrok, izvršilne funkcije pa s Testom dimenzionalnega sortiranja kartic. Socialni razvoj otrok se je meril s Skalo za ocenjevanje prosocialnega in agresivnega vedenja, emocionalni razvoj pa z Ilustriranim projektivnim vprašalnikom emocionalne stabilnosti. Socio-demografske podatke smo pridobili z Vprašalnikom o osnovnih sociodemografskih podatkih. Rezultati korelacijske analize in analize variance so pokazali, da med prizadevnim nadzorom in izvršilnimi funkcijami obstaja statistično pomembna pozitivna korelacija, podobno kot med prizadevnim nadzorom in emocionalno stabilnostjo ter prosocialnim vedenjem in med izvršilnimi funkcijami in emocionalno stabilnostjo. Prav tako se pokazalo, da obstaja statistično pomembna razlika v prizadevnem nadzoru otrok glede na spol otrok, zakonski oz. partnerski status staršev ter med ocenjevanjem prizadevnega nadzora predšolskih otrok s strani njihovih staršev ter vzgojiteljev. Pomembne praktične implikacije naše raziskave se nanašajo na pridobivanje večjega razumevanja vloge samoregulacije pri emocionalnem in socialnem vedenju otrok, možnost spodbujanja socialnega razvoja predšolskih otrok skozi spodbujanje njihovih samoregulatornih sposobnosti in kapacitet ter potrebo pridobivanja podatkov o samoregulaciji otrok iz različnih virov. Previous researches on self-regulation and social and emotional development show the connection between these important areas. Children with higher self-regulation are more competent in the social and emotional field, which also influences their later development. Successful self-regulation is an important development milestone in childhood and is even a predictor of later success in many areas of life. The aim of our research was to determine the correlation between warm (effortful control) and cold (executive function) aspects of self-regulation and the connection of the latter with emotional stability and pro-social behaviour on the population of children aged 4 to 6 years. We wanted to find out also the gender differences of children in effortful control, the differences in effortful control according to the marital status and partner status of parents and differences in the assessment of effortful control by their parents and educators. The study included 115 children from two kindergartens in Croatia, and data were also obtained from their parents and educators. The effortful control was measured with the short form of the Children's Behavior Questionnaire (CBQ), and the executive function with the Dimensional Card Sort Test (DCCS). The social development of children was measured by the Scale for assessing prosocial and aggressive behaviour, and emotional development with the Illustrated projective questionnaire of emotional stability. We obtained socio-demographic data with the Questionnaire on basic sociodemographic data. The results of correlation analysis and variance analysis have shown that there is statistically significant positive correlation between effortful control and executive functions, similar as between effortful control and emotional stability and pro-social behavior and between executive functions and emotional stability. It has also been indicated that there is a statistically significant difference in the effortful control of children according to the gender of children, martial status of parents and during the evaluation of the effortful control of preschool children by their parents and educators. The important practical implications of our research are related to gaining a better understanding of the role of self-regulation in the emotional and social behaviour of children, the possibility of promoting the social development of pre-school children through the promotion of their self-regulatory abilities and capacities, and the need to obtain information on self-regulation of children from different sources.

Depresija in anksioznost se povezujeta v vseh življenjskih obdobjih, izjeme ne predstavlja niti pozna odraslost. Osamljenost lahko pomembno vpliva na depresijo in anksioznost, socialni dejavniki pa imajo pomembno vlogo pri mentalnem zdravju starostnikov. Namen raziskave je preučiti povezanost socialnih dejavnikov z anksioznostjo in depresivnostjo v pozni odraslosti, ob tem pa jih primerjati med domačim in institucionalnim okoljem. Predvidevali smo, da se bodo izguba partnerja in redni stiki z otroki pomembneje povezovali z anksioznostjo in depresivnostjo v domačem okolju, medtem ko bodo starostniki v institucionalnem okolju imeli pomembnejšo povezanost obeh stanj z nevključenostjo v skupnost in nezadovoljstvom s prijateljstvom. V raziskavi je sodelovalo 108 posameznikov nad 65. letom starosti. Vzorec je bil porazdeljen na skupino v domačem okolju (N = 52) in skupino v institucionalnem okolju (N = 56). Rezultati so pokazali, da sta anksioznost in depresivnost značilno povezani v pozni odraslosti. Anksioznost in depresivnost se med izbranima skupinama (domače in institucionalno okolje) pojavljata v podobni meri. Starostniki v institucionalnem okolju ne doživljajo več anksioznosti in depresivnosti v primerjavi z domačim okoljem. Izguba partnerja ne predstavlja pomembnega socialnega dejavnika, ki bi se povezoval z depresivnimi in anksioznimi simptomi v izbranem vzorcu. Redni stiki z otroki so pomembni povezani z anksioznostjo in depresivnostjo le v domačem okolju, kljub temu pa ni bilo statistične razlike med domačim in institucionalnim okoljem. Rezultati so pokazali, da nevključenost v skupnost ni močneje povezana z anksioznostjo in depresivnostjo v institucionalnem okolju glede na primerjavo z domačim okoljem. Nevključenost v skupnost je pomembno povezana z depresijo v obeh okoljih. Nezadovoljstvo s prijateljstvom je edina postavka, pri kateri se je pokazala statistično pomembna razlika med izbranima okoljema, saj je nezadovoljstvo s prijateljstvom močneje povezano z anksioznostjo v institucionalnem okolju. Izsledki raziskave nakazujejo, da razlike v povezanosti anksioznosti, depresivnosti in socialnih dejavnikov niso odvisne od domačega in institucionalega okolja kot takega. Izjema se je potrdila pri nezadovoljstvu s prijateljstvom. Depression and anxiety are in many instances comorbid among all generations, including the elderly, who are at higher risk for the co-occurrence of both states. Social isolation plays an important role in the development of depression and anxiety, while mental health in old age can be maintained through social factors. The aim of this study was to evaluate the correlation of social factors, anxiety and depression among the elderly, and to compare its manifestation in home and institutional environments. The study predicted that the elderly in the home environment would exhibit a higher correlation of anxiety and depression in relation to spouse’s death and contact with children, whereas the elderly in the institutional environment would demonstrate a higher correlation of both states in relation to non-community involvement and dissatisfaction with friendship. 108 adults aged 65 years and older participated in the study. The sample was separated into two groups one in a home environment (N = 52) and one in an institutional environment (N = 56). The results of the research showed that anxiety and depression were typically correlated among the elderly. The observed groups were seen to exhibit anxiety and depression to the same extent. The elderly in the institutional environment did not experience more anxiety or depression in comparison with the group in the home environment. Spouse’s death did not have a significant correlation to anxiety or depression. Regular contact with children has a significant correlation to anxiety or depression in the home environment, while we have not found any differences between home and institutional environment. Non-community involvement had significant correlation to depression in both environments, but there was no significant difference between the groups. Dissatisfaction with friendship was the only criteria to show a difference between the studied environments. The results of the research imply that the differences in the correlation of anxiety, depression and selected social factors are not dependent upon home and institutional environments, with the exception of dissatisfaction with friendship that was seen to have a statistically higher correlation to anxiety in the institutional environment.

Temperament predstavlja pomemben dejavnik v razvoju socialnega vedenja otroka. V veliki meri je biološko osnovan, vendar je tudi od okolja in naše dejavnosti odvisno, kako se bo določena lastnost razvijala in izražala. Predšolsko obdobje je tisto, ko se lahko še veliko stori v smeri razvoja, zato je pomembno, da v tem obdobju otroke podpiramo v tistih značilnostih, ki se povezujejo s pozitivnimi izidi ter poskušamo preprečevati razvoj tistih, ki se povezujejo z negativnimi. Namen našega magistrskega dela je pojasniti vlogo otrokovega temperamenta v njegovem čustvenem in socialnem prilagajanju. Podatke smo pridobili s t. i. Vprašalnikom o socialnem vedenju otrok (SV-O) in z Vprašalnikom o otrokovem temperamentu (CBQ). V raziskavo je bilo vključenih 144 otrok, starih od 36 do 79 mesecev, ki obiskujejo enega izmed petih vključenih vrtcev. Rezultati so pokazali tendence, da se živahnost pozitivno povezuje s pozunanjenjem težav, vendar povezanost ni bila statistično pomembna. Pokazalo se je, da so otroci, ki izražajo več negativnega čustvovanja, tudi bolj anksiozni, nismo pa mogli potrditi statistične pomembnosti povezave med negativnim čustvovanjem in agresivnostjo. Rezultati so pokazali, da se plašnost pozitivno povezuje s ponotranjenjem težav, prizadevni nadzor pa s socialno kompetentnostjo in z le eno od dveh lestvic interakcije z odraslimi, in sicer s sodelovanjem s samostojnostjo se ne povezuje statistično pomembno. Pokazala se je tudi zelo visoka negativna povezanost med ponotranjenjem težav in samostojnostjo. Prav tako je ugotovljeno, da ne obstajajo statistično pomembne razlike med spoloma v agresivnosti, kažejo pa se določene tendence v smeri trditve, da otroci, ki so pričeli obiskovati vrtec pred manj kot enim letom, izkazujejo več težav v splošnem prilagajanju kot otroci, ki obiskujejo vrtec več kot eno leto, vendar pa razlike med skupinama niso statistično pomembne. Izsledki raziskave so pomembni predvsem za identificiranje učinkovitih intervencij za otroke, ki imajo predispozicije za razvoj težav v socialnem razvoju zaradi svojih temperamentnih značilnosti. Temperament is an important factor in the development of a child's social behaviour. To a large extent it is based on biology, but it also depends on the environment and our actions how a certain characteristic will develop and express. The pre-school period is the period in which still a lot can be done in terms of development, therefore it is important to support those characteristics that are being related to positive outcomes and to try to prevent the development of those that are being related to negative ones. The aim of this master's thesis is to explain the role of a child’s temperament in his emotional and social adaptation. The data was obtained with the Slovenian version of the Social Competence and Behavior Evaluation Scale – Preschool Edition (SV-O) and the Children Behavior Questionnaire (CBQ). The study included 144 children aged between 36 and 79 months who are attending one of the five included pre-schools. The results have shown tendencies that surgency is positively associated with the externalisation of problems, but the relation was not statistically significant. It has been shown that children who express more negative affectivity are also more anxious, however, it was not possible to confirm the statistical significance of the relation between negative affect and aggressiveness. The results have shown that surgency is positively associated with the internalisation of problems, effortful control with social competence and with only one of the two scales of the interaction with adults, that is with cooperation it is not associated with autonomy in terms of statistical significance. A highly negative relation has also been shown between the internalisation of problems and autonomy. Another finding is that there are no statistically significant gender differences in aggressiveness, however, there are certain tendencies towards the claim that children who started to attend pre-school earlier than one year ago show more problems in the overall adaptation as children who attend pre-school for more than one year. However, differences between the groups are not statistically significant. The results of the study are important mainly for the identification of efficient interventions for children who have pre-dispositions for the development of difficulties in social development due to their temperamental characteristics.

Študije, ki proučujejo učinkovitost kognitivnih treningov, naraščajo, manj pa je raziskav učinkovitosti računalniškega kognitivnega treninga pri otrocih s posebnimi potrebami. V raziskavi, v katero so bili vključeni učenci s posebnimi potrebami, smo ugotavljali učinkovitost računalniškega kognitivnega treninga – virtualnega labirinta na učenčev kratkotrajni, delovni in dolgotrajni spomin, pozornost, hitrost procesiranja informacij in na izvršilne funkcije ter vpliv na šolski uspeh. V raziskavo je bilo vključenih 25 učencev, od tega je bilo 15 učencev v intervencijski skupini, ki je izvajala računalniški kognitivni trening 1-krat na teden po 45 minut, skupaj 10 ponovitev. V kontrolni skupini je bilo 10 učencev, ki treninga niso imeli. Z obema skupinama smo izvedli testiranje pred intervencijo in po njej z baterijo nevropsiholoških testov tipa papir-svinčnik in računalniško baterijo CogState. Rezultati niso pokazali statistično pomembnih razlik med trenirano in kontrolno skupino na nobenem merjenem področju v celoti, razen pri testu na področju hitrosti predelovanja informacij (p=0,01, d=-0,75). Pri nekaj testih smo se statistični pomembnosti približali (področja kratkotrajnega (p=0,07, d=0,78), dolgotrajnega spomina (p=0,08 in 0,07, d=0,38 in 0,59 ) in izvršilne funkcije (p=0,06, d=1,07)). Deskriptivna statistika pa je pokazala, da je trening izboljšal merjena kognitivna področja pri večini testov in verjetno so se učinki prenesli tudi na druga področja (šolske ocene). Na podlagi rezultatov sklepamo, da bi bilo v prihodnje smiselno vključevati računalniški kognitivni trening kot sredstvo za krepitev kognitivnih veščin, nevropsihološke testne baterije pa uporabiti za natančnejši vpogled v posameznikove kognitivne sposobnosti. Studies that research the effectiveness of cognitive training are increasing. However, fewer studies research the effectiveness of computer cognitive training on children with special needs. In the study involving students with special needs, we determined the effectiveness of computer cognitive training – Virtual Labyrinth on student's short-term, working and long-term memory, attention, speed of information processing and enforcement functions, and impact on school performance. The study included 25 pupils, of which 15 were students in the intervention group who performed computer cognitive training 1 time a week, for 45 minutes, a total of 10 repetitions. In the control group, there were 10 pupils who did not have any training. We tested both groups before and after an intervention with a battery of paper-pencil neuropsychological tests and a CogState computer battery. The results did not show statistically significant differences between the trained and the control group in any measured area as a whole, except for the speed-up of information processing (p = 0.01, d = –0.75). On several tests, the statistical significance approached (short-term areas (p = 0.07, d = 0.78), long-term memory (p = 0.08 and 0.07, d = 0.38 and 0.59) functions (p = 0.06, d = 1.07). The descriptive statistics showed that the training improved the cognitive areas measured on most tests and probably the effects were also transferred to other areas (school grades). Based on the results, we concluded that in the future it would be sensible to include computer cognitive training as a means of strengthening cognitive skills, and a neuropsychological test battery should be used for a more accurate insight into the individual's cognitive abilities.

V magistrski nalogi smo podrobneje spoznali in preučili teorijo uma v starosti tako, da smo skupino starejših odraslih primerjali s skupino mlajših odraslih. Za preučevanje teorije uma smo uporabili zgodbe iz testa socialnih zmot (iz angl. Faux Pas Recognition Test). Teorijo uma smo preučevali ločeno na dimenziji afektivne in kognitivne teorije uma. Rezultati so pokazali, da se skupini mlajših in starejših odraslih nista razlikovali pri odkrivanju socialnih zmot ter identifikaciji osebe, ki je zagrešila socialno zmoto. Pri kognitivni teoriji uma so bili bolj uspešni mlajši odrasli, medtem ko pri afektivni teoriji uma ni bilo razlik med skupinama. Preučili smo tudi razlike med spoloma pri obeh dimenzijah teorije uma, vendar se le-te niso pokazale. Prav tako izobrazba ni bila pomemben napovedovalec razlik med mlajšimi in starejšimi odraslimi pri kognitivni teoriji uma. In our master's thesis we gained an insight and presented a detailed study of the theory of mind by comparing a group of older adults with a group of younger adults. Data for our study of theory of mind was gathered through stories from the Faux Pas Recognition Test. Theory of mind was observed separately on affective and cognitive dimension of theory of mind. The results showed no significant differences between the groups of younger and older adults at detecting faux pas and identifying the person, causing the faux pas. The group of younger adults achieved a better result in cognitive theory of mind, whereas there were no differences between the two observed groups in affective theory of mind. We also observed the gender differences in both dimensions of theory of mind, but the results showed no differences. The influence of educational level also showed no differences between younger and older adults in cognitive theory of mind.

Psihološkemu vidiku konfliktov med mladostniki in starši se na slovenskem prostoru namenja premalo pozornosti in je posledično neraziskano področje (Čotar Konrad, 2012). Glavni namen magistrskega dela je bil preučiti konflikte med mladostniki in starši v zgodnjem in poznem mladostništvu v povezavi s socioemocionalnim osebnostnim razvojem v mladostništvu. Vključenih je bilo 805 zgodnjih in poznih adolescentov. Uporabljeni so bili vprašalniki: Vprašalnik družinskih procesov AFP, Vprašalnik spoprijemanja s stresom COPE, Vprašalnik emocionalnih načinov spoprijemanja EAC, Issues Checklist IC (Prinz, Foster, Kent in O’Leary, 1979 Robin in Foster, 1988), Vprašalnik samopodobe SDQIII in uvodni vprašalnik na prvih štirih instrumentih je bila opravljena faktorska analiza. Opravljena je bila validacija prevedenega instrumenta IC. Rezultati kažejo, da imajo ženske bolj intenzivne konflikte kot moški in da prihaja v zgodnji adolescenci do večih in intenzivnejših konfliktov med njimi in starši. Ne prihaja do statistično pomembnih razlik med konflikti glede na tip družine. Prihaja do statistično pomembnih razlik pri prisotnosti in intenzivnosti konflikov glede na osebo, na katero je mladostnik najbolj navezan. Podpora matere, nadzor in podpora očeta statistično pomembno napovedujejo prisotnost konfliktov podpora matere, nadzor in bližina očeta pa intenzivnost konfliktov. Mladostnikova samoocena odnosa s starši negativno korelira s prisotnostjo in intenzivnostjo konfliktov. Izogibanje kot strategija soočanja pozitivno korelira s prisotnostjo konfliktov, medtem ko izogibanje, socialna podpora kot strategija soočanja in na čustva usmerjena strategije soočanja pomembno nizko pozitivno korelirajo s intenzivnostjo konfliktov. Mladostnikove strategije soočanja usmerjene na čustva in na socialno podporo so statistično pomemben moderator med njihovim odnosom s starši in konflikti med njimi izogibanje in na problem usmerjene strategije soočanja nimajo moderacijskega učinka. Večja zaznana podpora očeta, večja uporaba strategije usmerjene na problem, manjša uporaba strategije izogibanja, manjša prisotnost konfliktov in moški spol napovedujejo boljšo mladostnikovo samopodobo. Psihološkemu vidiku konfliktov med mladostniki in starši se na slovenskem prostoru namenja premalo pozornosti in je posledično neraziskano področje (Čotar Konrad, 2012). Glavni namen magistrskega dela je bil preučiti konflikte med mladostniki in starši v zgodnjem in poznem mladostništvu v povezavi s socioemocionalnim osebnostnim razvojem v mladostništvu. Vključenih je bilo 805 zgodnjih in poznih adolescentov. Uporabljeni so bili vprašalniki: Vprašalnik družinskih procesov AFP, Vprašalnik spoprijemanja s stresom COPE, Vprašalnik emocionalnih načinov spoprijemanja EAC, Issues Checklist IC (Prinz, Foster, Kent in O’Leary, 1979 Robin in Foster, 1988), Vprašalnik samopodobe SDQIII in uvodni vprašalnik na prvih štirih instrumentih je bila opravljena faktorska analiza. Opravljena je bila validacija prevedenega instrumenta IC. Rezultati kažejo, da imajo ženske bolj intenzivne konflikte kot moški in da prihaja v zgodnji adolescenci do večih in intenzivnejših konfliktov med njimi in starši. Ne prihaja do statistično pomembnih razlik med konflikti glede na tip družine. Prihaja do statistično pomembnih razlik pri prisotnosti in intenzivnosti konflikov glede na osebo, na katero je mladostnik najbolj navezan. Podpora matere, nadzor in podpora očeta statistično pomembno napovedujejo prisotnost konfliktov podpora matere, nadzor in bližina očeta pa intenzivnost konfliktov. Mladostnikova samoocena odnosa s starši negativno korelira s prisotnostjo in intenzivnostjo konfliktov. Izogibanje kot strategija soočanja pozitivno korelira s prisotnostjo konfliktov, medtem ko izogibanje, socialna podpora kot strategija soočanja in na čustva usmerjena strategije soočanja pomembno nizko pozitivno korelirajo s intenzivnostjo konfliktov. Mladostnikove strategije soočanja usmerjene na čustva in na socialno podporo so statistično pomemben moderator med njihovim odnosom s starši in konflikti med njimi izogibanje in na problem usmerjene strategije soočanja nimajo moderacijskega učinka. Večja zaznana podpora očeta, večja uporaba strategije usmerjene na problem, manjša uporaba strategije izogibanja, manjša prisotnost konfliktov in moški spol napovedujejo boljšo mladostnikovo samopodobo.

Teoretično ozadje: Stres predstavlja prilagodljiv odziv na neke zunanje situacije, ki lahko vodijo k spremembam. Slednje se lahko kažejo na vedenjskem, fizičnem ali mentalnem področju. Stres se pojavlja tudi pri nadarjenih učencih, ki se verjetneje s stresom spoprijemajo tako, da uporabljajo strategije spoprijemanja, ki so osredotočene na problem, za njih pa sta značilni tudi psihološka in socialna regulacija. Obstaja premalo raziskav, ki se osredotočajo na preučevanje različnih vidikov stresa in uravnavanja čustev pri nadarjenih učencih. Metoda: V raziskavo smo vključili mladostnike (n = 98), stare od 13 do 15 let. Od tega je bilo 52 nadarjenih in 46 ostalih učencev. Uporabili smo štiri vprašalnike: Ček lista stresorjev, Vprašalnik Načini spoprijemanja s stresom (WCQ I), Vprašalnik rezilientnosti in Vprašalnik emocionalne kompetentnosti (ESCQ). Rezultati: Nadarjeni učenci se soočajo z enakimi vrstami stresorjev kot učenci, ki niso identificirani kot nadarjeni. Učenke ne doživljajo več stresa kot učenci. Med nadarjenimi učenci in učenci, ki niso identificirani kot nadarjeni, pri spoprijemanju s stresom, ki je osredotočeno na problem, ni razlik. Nadarjeni učenci so bolj odporni na stres kot pa učenci, ki niso identificirani kot nadarjeni. Med nadarjenimi in ostalimi učenci v uravnavanju čustev ne prihaja do razlik. Zaključki: Raziskovanje stresa in emocionalne inteligentnosti pri nadarjenih učencih je ključno za pridobitev novih spoznanj na tem področju. S pridobljenimi spoznanji bomo lažje razumeli omenjeni vzorec mladostnikov in na takšen način prispevali k izboljšanju njihovega duševnega zdravja. Pomembno je, da o teh aktualnih izsledkih obveščamo starše, vzgojitelje, učitelje in druge pomembne ljudi v življenju nadarjenih mladostnikov. Ti posamezniki lahko namreč vplivajo na doživljanje stresa, soočanje s stresom, odpornost na stres ter na uravnavanje čustev pri mladostnikih. Theory: Stress is defined as an adaptable reaction to any outer situations leading to changes which can be indicated in the behavioral, physical or mental fields. Moreover, gifted pupils are faced with stress and they presumably cope with stress by applying strategies of confrontation with the focus on a problem characterized by a typical psychological and social regulation. However, there are not enough researches aimed at researching different viewpoints of stress and emotion regulations in connection with gifted pupils. Method: Our research comprised adolescents (n=98) aged between 13 and 15, however, 52 of them were gifted pupils and 46 other pupils. Four different questionnaires were used: stressor checklist, Ways of coping Questionnaire (WCQ I), Resilience Questionnaire and Emotional Skills and Competence Questionnaire (ESCQ). Results: Gifted pupils face with the same stressors as other pupils who are not identified as gifted. Female pupils do not experience more stress than male pupils. However, there are no differences between gifted pupils and pupils not identified as gifted when coping with stress focused on a problem. Gifted pupils are more resistant to stress than pupils not identified as gifted. There are no differences between gifted pupils and other pupils when regulating emotions. Conclusions: Researching stress and emotional intelligence among gifted pupils is of key importance in the process of gaining new cognitions in this field. New cognitions will enable us to understand the mentioned pattern of the adolescents and to contribute to the improvement of their mental health. Moreover, it is of vital importance to inform parents, educators, teachers and other important people in the lives of these gifted adolescents about these up-to-date cognitions. As a matter of fact, these individuals are able to influence experiencing stress, facing with stress, resistance to stress and stress regulations among adolescents.

V magistrskem delu z naslovom Izvršilne funkcije pri učencih s primanjkljaji na posameznih področjih učenja v prvem delu predstavljamo dosedanja spoznanja o izvršilnih funkcijah in učnih težavah v osnovni šoli, še posebej učencev s primanjkljaji na posameznih področjih učenja (PPPU). Tako smo v teoretičnem delu najprej opredelili osnovne pojme izvršilne funkcije, samoregulacija, metakognicija, učenje učenja in učne težave, posebej še primanjkljaje na posameznih področjih učenja. Podrobneje smo povezali izvršilne funkcije in primanjkljaje na posameznih področjih učenja. V empiričnem delu smo s pomočjo vprašalnika BRIEF za učitelje (Gioia, Isquith, Guy in Kenworthy, 2000) raziskovali izvršilne funkcije pri učencih s PPPU v primerjavi z vrstniki. Ob tem smo ugotavljali, na katerih področjih izvršilnih funkcij (inhibicija, menjavanje, čustvena kontrola, iniciativnost, delovni spomin, načrtovanje in organizacija, organizacija gradiv in spremljanje) imajo otroci največ težav. Pri omenjenih področjih smo kontrolirali tudi vlogo spola in starosti. Ugotovili smo, da imajo učenci s PPPU statistično pomembno večje primanjkljaje na dveh področjih: delovnem spominu in organizaciji gradiv. V ostalih kategorijah statistično pomembnih razlik ni bilo. Rezultati so pokazali tudi obstoj statistično pomembnih razlik glede na spol v inhibiciji in spremljanju. Več težav v teh dveh domenah izvršilnih funkcij imajo prav fantje. V ostalih kategorijah razlik med dekleti in fanti ni bilo. Statistično pomembnih razlik v izvršilnih funkcijah glede na starost nismo ugotovili. In the first part of the master's thesis “Executive Functions of Students with Learning Disabilities”, we present previous knowledge about executive functions and learning difficulties in elementary school, especially students with learning disabilities. Thus, in theoretical work, we first defined the basic concepts of executive function, self-regulation, metacognition, learning to learn, learning difficulties and especially learning disabilities. We connected in more detail the executive functions and learning disabilities. In the empirical work, using the BRIEF questionnaire for teachers (Gioia, Isquith, Guy and Kenworthy, 2000), we examined the performance functions of students with learning disabilities versus peers. In addition, we identified the areas where executive functions (inhibition, shifting, emotional control, initiative, working memory, planning and organization, organization of materials and monitoring) represent the most problems for children. In these areas, we also controlled the role of gender and age. We have found out that pupils with learning disabilities have statistically significantly higher deficits in two areas: working memory and organization of materials. There were no statistically significant differences in other categories. The results also showed the existence of statistically significant gender differences in inhibition and monitoring. The fewer problems in these two domains of executive functions occur with just boys. There were no differences between girls and boys in other categories. We did not find statistically significant differences in executive functions with respect to age.

Prihod otroka z motnjami avtističnega spektra (MAS) zmoti družinsko življenje in vpliva na življenja vseh družinskih članov. Ker v Sloveniji posameznikom z MAS v okviru zdravstvene oskrbe ni nudeno dovolj terapevtske podpore, je breme vzgoje pogosto preloženo na starše. Obremenjenost starša pa lahko negativno vpliva na njegovo psihično zdravje in življenjsko blagostanje. Zato smo z našo raziskavo želeli ugotoviti ali lahko na psihično zdravje starša vplivamo z otrokovo vključitvijo v terapevtsko obravnavo. V raziskavo je bilo vključenih 36 staršev otrok z MAS, čigar otroci so bili vključeni v terapevtsko obravnavo na Inštitutu za avtizem in sorodne motnje v okviru projekta Zora. Za namene študije smo sestavili baterijo vprašalnikov, ki je zajemala COPE – krajša verzija, lestvica starševskega stresa – Parental Stress Scale PSS, Warwick-Edinburgh lestvica zaznanega blagostanja WEMWBS, lestvica zadovoljstva z življenjem SWLS in CES-D 10 – kratka lestvica zaznane depresije. Starši so vprašalnik izpolnili pred začetkom otrokovih terapij in na koncu. Otrokov napredek smo merili s pomočjo vprašalnika za terapevte. Rezultati so pokazali, da se izraženost težav pri otroku pozitivno povezuje z depresijo pri starših. Sprejemanje otroka se pozitivno povezuje z življenjskim blagostanjem starša. Neposreden vpliv otrokove vključitve v terapevtsko obravnavo na starše ni bil zaznan. Terapevtske obravnave so na psihično zdravje staršev vplivale preko prejete instrumentalne podpore s strani staršev. Instrumentalna podpora, ki so jo starši prejeli tekom terapij, pa ugodno vpliva na stres in življenjsko blagostanje starša. Dobljeni rezultati so nam pomagali razumeti kompleksno povezavo med vključitvijo otroka v terapije in psihičnim zdravjem starša ter izpostavili pomembnost vključitve staršev v terapevtsko obravnavo otroka. Having a child with Autism Spectrum Disorder (ASD) disrupts family life and affects the lives of family members. Due to insufficiency of therapeutic support for individuals with ASD in Slovenia, it is their parents who usually bear the burden of bringing up their children. However, the parental burden can have a negative impact on the child’s mental health and wellbeing. Therefore, the research aimed to determine whether the parents’ mental health can be affected by their child’s inclusion in the therapeutic treatment. 36 parents with children with ASD took part in the research. The children have participated in therapy at the Institute for Autism and related disorders as part of the ZORA project. A series of questionnaires was developed for the purpose of the research, including: COPE – short version, Parental Stress Scale – PSS, Warwick-Edinburgh Mental Wellbeing Scale – WEMWBS, Satisfaction with life scale – SWLS and Centre for Epidemiologic Studies Short Depression Scale – CES-D 10. Parents filled out the series of questionnaires prior and after therapy. The children’s progress was measured using the therapist’s questionnaire. The results show that children’s difficulties can be positively related to their parents’ depression. Accepting their children promotes parents’ wellbeing. The direct influence of the child’s therapeutic treatment on their parents was not detected. Furthermore, the instrumental support, acquired throughout the therapy by parents, had a positive impact on their stress level and wellbeing. The obtained results helped us to understand the complex relation between the children’s inclusion in therapy and the mental health of their parents. Moreover, they underlined the importance of the parents’ participation in the child’s therapy.

Študije, ki preučujejo učinek kognitivnega treninga na kognitivne sposobnosti starejših, so v zadnjih letih v porastu in so deležne vse več pozornosti. Še posebej velik poudarek je na uporabi kognitivnih treningov kot varovalnih dejavnikov pred kognitivnim upadom, ki je pogojen s staranjem. Namen pričujoče raziskave je bil preveriti, ali lahko s treningom delovnega spomina izboljšamo kognitivno funkcioniranje pri starejših odraslih in ali kognitivna rezerva vpliva na uspešnost treninga. V raziskavi je sodelovalo 21 starejših odraslih, starih med 65 in 91 let (M = 81,71, SD = 7,16). V eksperimentalno skupino je bilo vključenih 10 udeležencev (M = 80,50, SD = 6,40), v kontrolno pa 11 udeležencev (M = 82,82, SD = 7,88). Eksperimentalna skupina je v obdobju petih tednov zaključila 15 treningov s pomočjo naloge n-nazaj, kontrolna skupina pa je bila pasivna in v tem času ni opravljala nobenega treninga. Neposredno pred in po zaključenem treningu sta bili obe skupini testirani s pomočjo nalog vizualno-prostorskega in verbalnega delovnega spomina ter izvršilnih funkcij. Testiranje je bilo ponovljeno še 3 mesece po zaključku treninga. Rezultati so pokazali, da so udeleženci eksperimentalne skupine nekoliko izboljšali rezultat na trenirani nalogi, vendar napredek ni bil statistično pomemben. Prav tako ne moremo potrditi statistično pomembnega prenosa učinkov treninga na naloge vizualno-prostorskega in verbalnega spomina ter naloge izvršilnih funkcij. Učinka kognitivne rezerve na uspešnost na trenirani nalogi prav tako ni bilo, pokazala pa se je statistično pomembna povezava med kognitivno rezervo in nekaterimi testi na končnem testiranju, kar nakazuje na morebiten vpliv treninga delovnega spomina na transfer na netrenirane naloge neposredno po treningu. Izsledki raziskave nakazujejo na pomembnost preučevanja možnih načinov za zmanjševanje kognitivnega upada pri starejših. Studies investigating the effect of cognitive training on cognitive functioning of older adults are becoming increasingly important in recent years. Especially important is use of cognitive training as a buffer of age related cognitive decline. The aim of the present study was to assess whether it is possible to improve cognitive functioning of older adults with cognitive training and whether cognitive reserve have the impact on training outcome. 21 older adults aged between 65 and 91 (M = 81,71, SD = 7,16) participated in the study. There were 10 participants with mean age of 80,50 years (SD = 6,40) in experimental group and 11 participants with mean age of 82,82 years (SD = 7,88) in control group. Experimental group participated in 15 trainings in 5 weeks period with n-back task, control group was passive and did not participated in any training. Directly before and after training both groups were tested with visual- spatial memory task, verbal working memory task and executive functions. Participants were tested again 3 months after training. The results showed that participants in experimental group partially improved performance on trained task, although the results were not statistically significant. There was also no statistically significant training effect on visual-spatial task, verbal memory task and executive functions. We also can not confirm the effect of cognitive reserve on improvement on trained task, although there was statistically significant relationship between cognitive reserve and some tests on retest, which may indicate on potential effect of working memory training on transfer to untrained tasks. The study has implications for the significance of research on possible ways of preventing cognitive decline in older adults.

Uporaba interneta je postala del vsakdana vsakega posameznika, hkrati pa je prinesla s sabo številne pozitivne kot tudi negativne vplive na naše življenje. Mnenja o posledicah uporabe interneta pri mladostnikih so deljena že od samega začetka. Po eni strani teoretiki poudarjajo, kako je uporaba interneta škodljiva za odraščajočo mladino, po drugi strani pa menijo, da spodbuja kreativnost in krepi medsebojne odnose. V magistrski nalogi smo v teoretičnem delu proučili razširjenost, koristi in slabosti uporabe interneta, obdobje mladostništva z njegovimi karakteristikami ter vpliv uporabe interneta na osamljenost in depresivnost. V eksperimentalnem delu raziskave smo se osredotočili na proučevanje namena uporabe interneta pri mladostnikih v Sloveniji ter povezanost uporabe interneta z občutkom osamljenosti in depresivnosti. : Internet use has become a part of everyday life of each individual, that brought a number of positive as well as negative impacts on our lives. From the very beginning, there are divided views on the implications of internet use in adolescents. Whereas some professionals highlight harmful effects of internet use on young people, others consider that internet use encourages creativity and strengthen mutual relations. In the present work, we explored the distribution, benefits and disadvantages of the use of the internet in the adolescent population, as well as the impact of internet use on loneliness and depression. In the experimental part of our research we focused on the purpose of internet use among young people in Slovenia, and explored the correlation of internet use with a loneliness and depression.

Temeljni problem raziskave je ugotoviti, kako vplivajo sprostitvene tehnike na otroka tretjega razreda osnovne šole. V teoretičnem delu smo predstavili razvoj otroka v obdobju srednjega otroštva, razvoj osebnosti v tem obdobju, samopodobe, emocij ter socialnih odnosov. Obravnavali smo družbeni fenomen, s katerim se srečujemo vsakodnevno: stres. Proučevali smo njegove dejavnike, znake, posledice ter spregovorili o stresu pri otrocih. Nadalje smo se ukvarjali s posameznimi tehnikami sproščanja ter njihovimi vplivi na otroke. V empiričnem delu smo merili učinkovitost dveh sprostitvenih tehnik z vidika otrok, staršev in učiteljic. Rezultati kažejo pozitivne spremembe pri samopodobi, emocijah ter socialnih odnosih otrok, predvsem pa kažejo pozitivne spremembe v počutju po izvajanju posamezne sprostitvene tehnike. Tako otroci, kot starši in učiteljici so zadovoljni s spretnostjo, ki so jo pridobili. Iz raziskovalnih ugotovitev izhaja, da želijo več tovrstnih aktivnosti, ki bi bile vpete v šolsko delo. The primary aim of this research is to determine the effects of relaxation techniques on a third grade elementary school student. In the theoretical part we examined the child’s development in the mid childhood, development of personality in this development period, self-esteem, emotions and social interaction. We examined a social phenomenon with which we have daily encounters – stress. We examined its characteristics, symptoms, consequences and we paid a special attention to stress in children. We further examined with certain techniques of stress reduction and relaxation and its effects on children. In the empirical part we measured effectiveness of two stress relief techniques form a child’s perspective, from the parent’s perspective and from the teacher’s perspective. The results show improvement in self-esteem, emotions and social interactions of children, but most of all they show positive results in the general feeling after each relaxation technique period. Children, their parents and the teachers were all satisfied with the new techniques they learned. Based on the results of this study we can conclude that they wish for more of such activities, which would be introduced in the regular school programs.

Ohranjanje dobrega počutja pacientov v času hospitalizacije je že nekaj desetletij eden pomembnejših ciljev vseh zdravstvenih delavcev. Tako ni nenavadno, da smo tudi v Sloveniji že pred leti začeli uresničevati načela humanizacije hospitalizacije. Vendar pa uresničevanje načel humanizacije hospitalizacije samo po sebi še ne pomeni, da je dejansko učinkovito in da pripomore k boljšemu dobremu počutju. Namen naše raziskave je tako bil preučiti in primerjati osebnostne lastnosti hospitaliziranih mladostnikov in njihovih nehospitaliziranih vrstnikov. Za namene raziskovanja povezave med posameznimi dimenzijami in poddimenzijami osebnosti in prisotnostjo oziroma odsotnostjo hospitalizacije, kot primerom stresne izkušnje, smo uporabili dva merska instrumenta za merjenje osebnostnih lastnosti, in sicer lestvico HANES in vprašalnik VMR-OM. Na vzorcu (N = 102), ki je vključeval skupino hospitaliziranih in skupino nehospitaliziranih mladostnikov, smo s pomočjo analiz primerjav povprečij skupin ugotovili, da ni statistično pomembnih razlik med skupinama v merjenih osebnostnih lastnostih (nevroticizem, boječnost/negotovost, socialna plašnost, antagonizem, negativno čustvovanje in ekstravertnost-aktivnost). Prav tako ni zaznati statistično pomembnih razlik med skupinama mlajših in starejših hospitaliziranih mladostnikov na poddimenziji negativno čustvovanje. Na podlagi tega smo zaključili, da kratkotrajna hospitalizacija z ostalimi opaženimi humanizacijskimi ukrepi predstavlja primer dobre prakse in ne predstavlja dejavnika tveganja za razvijajočo se osebnost hospitaliziranih mladostnikov. Maintaining the welfare of patients during hospitalization has been one of the most important goals of all health workers for decades. Thus it is not unusual that in Slovenia we started to implement the principle of hospital humanization a few years ago. However, implementation of the principles of hospital humanization in itself does not mean that it is actually effective and that it helps to improve the well-being of patients. The aim of our study was therefore to examine and compare the personality traits of hospitalized adolescents and their non-hospitalized peers. For the purpose of exploring the links between certain dimensions and sub-dimensions of personality and presence or absence of hospitalization, as example of stressful experiences, we used two measuring instruments for measuring personality traits. These were HANES scale and VMR-OM questionnaire. Our sample (N = 102) included a group of hospitalized and a group of non-hospitalized adolescents. Through Compare Means analysis of the groups we found out that there were no statistically significant differences between groups in the measured personality traits (neuroticism, fearful/insecure, shy, antagonism, negative affect and extraversion-activity). It also did not detect statistically significant differences between groups of younger and older hospitalized adolescents in sub-dimension of negative affect. On this basis we concluded that short-term hospitalization with other observed humanization measures represents an example of good practice and does not represent a risk factor for the evolving personality of hospitalized adolescents.

Devetletna osnovna šola je prinesla veliko sprememb v osnovno izobraževanje, kar se kaže predvsem v ogromnih količinah informacij, ki naj bi jih učenci usvojili. Ob tem je osnovna šola razdvojena med vzgojnimi in izobraževalnimi vsebinami. Kot posledica teh sprememb se izgublja pomembnost razvijanja temeljnih sposobnosti, med katere spadata opismenjevanje in bralna pismenost. Pismenost je bila v preteklosti dobrina in privilegij določenih družbenih slojev. Le izbranci so se lahko učili branja in pisanja, ki jim je omogočalo ali utrjevalo družbeni položaj in manj manipulacije z njihovim življenjem. Danes pa sta to temeljni orodji za delovanje vsakega posameznika. Danes skoraj ni možno preživeti dneva, ne da bi se srečali z različnimi oblikami pismenosti: jutranjimi novicami v časopisu, imeni ulic ali drugimi znaki in obvestili na ulici, neizogibnim branjem in pisanjem na delovnem mestu, branjem in pisanjem za potrebe družinskega življenja, lastnega prostega časa ter družbenega udejstvovanja. Poleg različnih vsebin se pojavljajo tudi različne oblike in metode za rabo branja in pisanja, ki so podprte z najnovejšimi tehnologijami, ki se jih že najmlajši naučijo obvladovati. Računalniki, telefoni, bankomati, gospodinjski stroji ipd. so del našega vsakdanjika. Iz tega lahko sklepamo, da pomen pismenosti tako za posameznika kot družbo nenehno narašča. Diplomska naloga podrobneje predstavlja branje, razvojne teorije branja in opismenjevanje, motnje v razvoju opismenjevanja in vpliv različnih dejavnikov na le-te. V drugem delu naloge se osredotoča predvsem na odkrivanje specifičnih učnih težav ob zaključku 3. razreda (opismenjevanja) s pomočjo diagnostičnega nareka in testa branja ter povezava le-teh z oceno pri slovenščini v kasnejšem obdobju. Nine-year primary school has brought many changes into primary schooling, which can especially be noticed in huge amounts of information the pupils should acquire. The primary school is divided between contents about upbringing and education. As a consequence of these changes, the importance of developing fundamental skills, which include literacy and reading literacy, is being lost. In the past, literacy was an asset and a privilege of certain social classes. Only the chosen individuals had the possibility of learning to read and write which enabled and established their social position and less manipulation with their lives. Today, however, reading and writing are the basic tools for functioning of every individual. Today, not a day goes by without dealing with different forms of literacy: morning news in the newspaper, street names or other signs and notifications in the streets, unavoidable reading and writing at work, reading and writing for the purposes of family life, one's own free time and social participation. Other forms and methods for the use of reading and writing are appearing in addition to different contents and are supported with new technologies, which even the youngest pupils are learning to use. Computers, mobile phones, cash machines, household appliances, etc., are a part of our everyday. This suggests that the importance of literacy increases for the individual and for the society. The diploma thesis presents reading, developmental theories of reading and literacy, disorders in the development of literacy skills, and how different factors impact them. In the second part of the thesis, the focus is mainly on the early discovery of specific learning difficulties at the end of the 3rd grade (literacy) with the help of diagnostic dictation, test of reading and the connection of them with the pupil’s mark in the class of Slovenian language in the later period.

Agresivnost je vedenjska značilnost, ki se kaže v gospodovalnosti ter nasilnih ali napadalnih besedah in dejanjih proti drugim ljudem. Na agresivnost ima med ostalimi dejavniki velik vpliv tudi čustvena inteligentnost in ena izmed komponent čustvene inteligentnosti – čustvena regulacija, ki pomeni sposobnost obvladovanja in nadzorovanja lastnega čustvenega stanja. Da lahko namreč v družbi sodelujemo z drugimi ljudmi, je potreben čustveni nadzor. S pomočjo vprašalnika o nasilju in čustveni regulaciji smo v empiričnem delu želeli ugotoviti, kako je čustvena inteligentnost (natančneje čustvena regulacija) povezana z nasilnim vedenjem v adolescenci. Ugotoviti želimo, ali so tisti, ki imajo boljše sposobnosti emocionalne regulacije, v večji ali manjši meri žrtve ali storilci agresivnega vedenja in kaj si le-ti mislijo o nasilju. Razlike želimo poiskati tudi med spoloma, v starosti in med učnim uspehom učencev. S pomočjo raziskave smo ugotovili, da so adolescenti, ki imajo manj razvito sposobnost čustvene regulacije, v večji meri deležni agresivnih dejanj kot tisti, ki imajo bolj razvito sposobnost čustvene regulacije. Prav tako so adolescenti, ki imajo manj razvito sposobnost čustvene regulacije, v večji meri storilci agresivnih dejanj kot tisti, ki imajo bolj razvito sposobnost čustvene regulacije. Pri primerjavi žrtev agresivnih dejanj obstajajo statistično značilne razlike glede na spol in starost, ni pa statistično značilnih razlik glede na učni uspeh. Med storilci agresivnih dejanj so statistično značilne razlike glede na spol, ni pa statistično značilnih razlik glede na starost in učni uspeh. Aggresion is a behavioural characteristic that shows in domineering behaviour and violent or offensive words and acts towards other people. Emotional intelligence among other factors has great influence on aggression, especially one specific component of the emotional intelligence - emotional regulation. Emotional regulation is persons capabilty to control his own emotional state. Emotional regulation is vital to cooperate with other people in society. In empirical part we used a questionnaire to find out how is emotional intelligence (more specifically emotional regulation) linked with violent behaviour in adolescence. We wanted to find out whether those with better developed capability of emotional regulation are more often or less often victims or perpetrators of aggressive behaviour and what is their opionion on violence. We also tried to find the differences in gender, age and school success of pupils. Research showed that adolescents with less developed capability of emotional regulation are more often victims of aggressive behaviour than those with better developed capability of emotional regulation and that adolescents with less developed capability of emotional regulation are more often perpetrators of aggressive behaviour than those with better developed capability of emotional regulation. There are statistically significant differences based on age and gender among victims of aggressive behaviour, but there are no statistically significant differences based on school success. Among perpetrators of aggressive behaviour there are statistically significant differences based on gender and no significant differences based on age or school success.

Naša študija proučuje s starostjo povezane spremembe v pozni odraslosti na več področjih kognitivnega delovanja, to so: področje jezika, sposobnosti vidnega zaznavanja, besednega spomina, vidno prostorskega spomina ter pozornosti in koncentracije. Zanima nas, kako odrasli v obdobju pozne odraslosti rešujejo različne kognitivne naloge in kakšne so njihove samoocene spoznavnega delovanja na omenjenih področjih. Cilj naloge je ugotoviti, ali so samoocene različnih sposobnosti ustrezne, oz. ali starostniki ocenjujejo svoje kognitivne sposobnosti v skladu z dejanskimi kognitivnimi sposobnostmi. Omenjeno problematiko preverjamo na namenskem vzorcu 62-ih posameznikov (31 moških in 31 žensk), starih od 65 do 94 let. Rezultati se razlikujejo glede na merjene sposobnosti. Ugotovimo, da se pojavljajo statistično pomembne razlike med mlajšimi in starejšimi starostniki (v prid mlajših starejših) na skoraj vseh merjenih področjih dejanskih kognitivnih sposobnosti (področjih besednega spomina, verbalne fluentnosti, vidno prostorskega spomina ter pozornosti in koncentracije) z izjemo vidno prostorskega zaznavanja. Na področju samoocene kognitivnih sposobnosti ugotavljamo, da so starejši odrasli, stari nad 75 let, zaznali pri sebi več težav, kot odrasli v starosti od 64 do 75 let na področjih besednih sposobnosti, spodobnosti vidnega zaznavanja, vidno prostorskega spomina ter v svojih kognitivnih sposobnostih nasploh. Vendar na dveh področjih (pri samooceni besednega spomina ter pozornosti in koncentraciji) ni statistično pomembnih razlik med mlajšimi in starejšimi od 75 let. Preverili smo tudi, ali obstaja statistično pomembna povezava med samooceno kognitivnih sposobnosti in objektivno izmerjenimi sposobnostmi. Izsledki naše raziskave kažejo, da splošna samoocena kognitivnega funkcioniranja v starosti statistično pomembno korelira z vsemi merami dejanskih kognitivnih sposobnosti. Ko pogledamo posamezna področja vidimo, da obstaja statistično pomembna povezava med samooceno in objektivno izmerjenimi sposobnostmi na področjih verbalne fluentnosti, vidno-prostorskega zaznavanja in besednega spomina. A vendar ne obstaja statistično pomembna povezava med samooceno in objektivno izmerjenimi sposobnostmi na področjih vidno prostorskega spomina ter pozornosti in koncentracije. Prav tako nas je zanimalo, ali lahko samoocena različnih sposobnosti statistično pomembno napoveduje dejansko uspešnost reševanja kognitivnih nalog na teh področjih. Izkazalo se je, da so samoocene kognitivnih sposobnosti, za katere smo ugotovili, da se ujemajo z objektivno oz. dejansko izmerjenimi rezultati na testih, tudi uspešen prediktor teh sposobnosti. Torej je samoocena lahko prediktor uspešnosti na nalogah verbalne fluentnosti, besednega spomina in vidno prostorskega zaznavanja, a ne na področju vidno prostorskega spomina ter pozornosti in koncentracije. This study examines age-related changes in late adulthood in several areas of cognitive functioning, these are: the area of language skills, ability of visual perception, verbal memory, visuo-spatial memory as well as attention and concentration. We are interested in, how adults solve various cognitive tasks during late adulthood and their self-assessment of cognitive functioning in mentioned areas. The aim of this thesis is to determine, whether a self-assessment of various abilities is relevant and if the elderly evaluate their cognitive abilities in accordance with the actual cognitive abilities. The study was performed with a dedicated sample of 62 individuals (31 men and 31 women), aged from 65 to 94 years. The results vary depending on the measured abilities and show statistically significant differences between the younger and older elderly (in favour of younger older people) in almost all measured areas of the actual cognitive abilities (word memory, verbal fluency, visuo-spatial memory as well as attention and concentration), with the exception of visuo-spatial perception. The self-assessment of cognitive abilities showed that in the areas of verbal abilities, ability of visual perception, visuo spatial memory and in the cognitive abilities in general, older adults, aged over 75 years, self-assess more problems, than adults aged from 64 to 75 years. However, in two areas (the self-assessment of word memory, and attention and concentration) there is no statistically significant difference between people younger and older than 75 years. We also checked, whether there is a statistically significant link between the self-assessment of cognitive abilities and the objectively measured abilities. The results show that the general self-assessment of cognitive functions in old age correlates statistically significantly with all the dimensions of the actual cognitive abilities. As we look at the individual areas, we can see that there is a statistically significant link between self-assessment and objectively measured abilities in the areas of verbal fluency, visuo-spatial perception and verbal memory. However, there is no statistically significant connection between the self-assessment and the objectively measured abilities in the areas of visuo-spatial memory, and attention and concentration. We were also interested in, whether the self-assessment of various skills has statistical significance in predicting the outcome of solving cognitive tasks in these areas. It turns out that the self-assessment of cognitive abilities, for which we found a link with the actual objectively measured results of the tests, are also a successful predictor of these abilities. Self-assessment can predict the performance on tasks in the areas of verbal fluency, verbal memory and visuo-spatial perception, but not in the areas of visuo-spatial memory, and attention and concentration.

Magistrsko delo opisuje razvoj predšolskega otroka skozi vsa večja področja njegovega razvoja: grobo in fino motoriko, socialno-čustveni, intelektualni ter govorni razvoj, razvoj pozornosti, otroške igre in risbe v predšolskem obdobju, v starosti od 1 do 6 let, opazovanje otrok in načine, kako lahko sistematično, načrtovano opazujemo otroke pri svojem delu ali doma. V magistrski nalogi smo sestavili in preizkusili uporabno vrednost ocenjevalnih list, s katerimi si vzgojiteljice ali starši lahko pomagajo pri svojem delu oz. spoznavanju otroka. V raziskavi so vzgojiteljice s pomočjo ocenjevalnih list beležile otrokove dosežke na določenih področjih. Opazovanje je potekalo v osmih skupinah, ocenjevalne liste so sestavljene glede na starostne skupine: od 1-2 let, od 2-3 let, od 3-4 let, od 4-5 let, od 5-6 let. Namen naše naloge je bil, da preverimo, ali so ocenjevalne liste zanesljive. Ugotavljali smo tudi povezanost med posameznimi področji otrokovega razvoja. Nekatera področja otrokovega razvoja smo primerjali po spolu ter v nekaterih primerih po starosti. Rezultati zanesljivosti ocenjevalnih list so pokazali, da so ocenjevalne liste zanesljive, torej lahko služijo kot instrument pri delu z otroki. Prav tako smo ugotovili, da so vsa področja otrokovega razvoja med seboj povezana. Rezultati pri primerjavi po spolu so nam pokazali, da pri dečkih prevladuje konstrukcijska igra, pri dekletih pa simbolna. Pri fini motoriki, socialno-čustvenem ter govornem razvoju nismo dobili statistično pomembnih razlik. Primerjave po starosti so nam pokazale, da se samostojna in vzporedna igra razlikujeta glede na starost. Namen sestave ocenjevalnih list ni diagnosticiranje otrok, temveč lažje in bolj sistematično opazovanje vsakega otroka posebej. S pomočjo ocenjevalnih list lahko vsaka vzgojiteljica spozna otrokova močna ali šibka področja. The master's thesis describes the development of a preschool child through all the major areas of its development: gross and fine motor skills, social and emotional development, intellectual and language development, attention, children’s games and children’s drawings between the ages from 1 to 6 years, observation of the child, and the methods of systematic and planned observation of children. In the thesis, we have compiled and tested the value of the evaluation sheet, which help teachers and parents in getting to know the children. Based on the evaluation sheets the teachers recorded children's achievements in specific areas. The observation was carried out in eight groups. The evaluation sheets were drawn up according to age groups: 1-2 years, 2-3 years, 3-4 years, 4-5 years, 5-6 years. The aim of our work was to verify whether the evaluation sheets are reliable. Moreover, we determined the relationship between the individual areas of child development. Certain areas of child development were compared by sex and, in some cases by age. The results show that evaluation sheets are reliable, thereto, they can serve as an instrument for working with children. In addition, we found that all areas of child development are connected. The results of the comparison by gender showed that with boys structural games are dominating, and with girls symbolic games. In the fine motor skills, social and emotional development and language development we did not get a statistically significant difference. Comparisons by age have shown us that the individual and parallel games vary according to age. The purpose of the composition of the evaluation sheet is not to diagnose the children, but easier and more systematic monitoring of each child separately. With the help of evaluation sheets, the teachers can learn about strong or weak areas of the children.

Namen raziskave je bil preučiti osebnostne značilnosti alpinistov. Skupino alpinistov smo primerjali s skupino nešportnikov in preverjali, ali obstajajo razlike med skupinama v izraženosti preučevanih osebnostnih lastnostih. Osredotočili smo se na osebnostne dimenzije: aktivnost, nevroticizem – anksioznost in impulzivno iskanje čutnih spodbud, potrebo po dražljajih in osebnostno lastnost impulzivnost. Osebnostne dimenzije smo preverjali s krajšo obliko Zuckerman-Kuhlmanovega vprašalnika osebnosti (ZKPQ-50-CC), potrebo po dražljajih s Vprašalnikom interesov SSS-IV, impulzivnost pa z Eysenckovo lestvico Impulzivnosti (IVE-I). Zanimale so nas razlike v izraženosti spremenljivk med primerjanima skupinama. Nadalje smo preverili povezanost nekaterih podobnih konstruktov: impulzivnosti, potrebe po dražljajih in impulzivnega iskanja čutnih spodbud. Na koncu smo preverili še Zuckermanovo hipotezo, ki pravi, da je potreba po dražljajih del širše osebnostne dimenzije, imenovane impulzivno iskanje čutnih spodbud. V raziskavi je sodelovalo 66 udeležencev, starih od 23–63 let, od tega 33 alpinistov in 33 nešportnikov. Skupini sta bili izenačeni po starosti. Rezultati raziskave so pokazali, da prihaja do nekaterih pomembnih razlik v psihološkem profilu alpinistov v primerjavi z nešportniki. Pri alpinistih se kaže statistično pomembno višje izražena dimenzija impulzivnega iskanja čutnih spodbud in statistično pomembno višje izražena potreba po dražljajih (kar se je odražalo na vseh faktorjih poteze) v primerjavi z nešportniki. Pri alpinistih se nakazuje trend višje izraženosti dimenzije aktivnosti in impulzivnosti ter trend nižje izraženosti dimenzije nevroticizem – anksioznost v primerjavi z nešportniki. Do pomembnih povezanosti prihaja tudi pri podobnih oziroma delno prekrivajočih se konstruktih: impulzivnost, poteze iskanja dražljajev in impulzivno iskanje čutnih spodbud. Zuckermanove hipoteze, ki pravi, da je potreba po dražljajih del širše osebnostne dimenzije impulzivno iskanje čutnih dražljajev, v naši raziskavi nismo potrdili. The purpose of the dissertation was to study personality traits of alpinists. We compared a group of alpinists to non-athletes and explored the possible existence of differences in personality characteristics between the two groups. We focused on the following personality dimensions: activity, neuroticism-anxiety and impulsive sensation seeking, sensation seeking trait and impulsiveness. We analysed the personality dimensions with shorter version of Zuckerman-Kuhlman personality questionnaire (ZKPQ-50-CC), the sensation seeking with the Sensation Seeking Scale (SSS-IV) and the impulsiveness with Eysenck's impulsivity inventory. We were interested in the differences between the expressed variables between both groups. Furthermore, we analysed the connectedness between some similar constructs: impulsiveness, sensation seeking and impulsive sensation seeking. At the end we examined Zuckerman's hypothesis, which claims that sensation seeking belongs to a broader personality dimension called impulsive sensation seeking. 66 participants were included into the research, aged between 23 and 63, thereof 33 alpinist and 33 non-athletes. The participants of both groups had the same average age. The results of the research indicated the existence of some relevant differences in the psychological profile between alpinists and non-athletes. The results of the alpinists` group show that they express statistically higher and significant impulsive sensation seeking and sensation seeking (which was seen in all factors of the trait) compared to non-athletes. The results of the alpinists` group suggest that the activity dimension and impulsivity are expressed higher and neuroticism-anxiety dimension lower compared to non-athletes. Significant associations also exist in similar or partially overlapping constructs, such as impulsivity, sensation seeking and impulsive sensation seeking. Zuckerman's hypothesis, which claims that the sensation seeking belongs to a broader personality dimension called impulsive sensation seeking, was not confirmed in our research.

Motivacija je osrednje gonilo človeka, ki ga pelje v smeri zadovoljevanja njegovih potreb. V času mladostništva, ko posameznik doživlja številne spremembe, pa je motivacija prav tako pomembna, saj je to čas izobraževanja, preko katerega želi priti do zastavljenih ciljev. V magistrskem delu smo predstavili sam pojem motivacije in ga povezali z izobraževanjem in mladostništvom. Predstavili smo teorijo samodeterminacije oziroma teorijo samoodločanja, ki zajema zunanjo in notranjo motivacijo ter amotivacijo. V nadaljevanju pa smo predstavili zaznano samoučinkovitost, ki je posameznikovo prepričanje, da bo določeno nalogo opravil tako, kot je pričakovano oziroma kot pričakuje sam. Za preverjanje motivacije med dijaki smo izvedli raziskavo, v kateri smo preverjali pet zastavljenih hipotez. Ugotovili smo, da je pri dijakih izražena višja ekstrinzična motivacija, kar je lahko posledica tega, da mladostniki ne vedo, kaj bi v življenju počeli, nadaljnje šolanje pa je odvisno od ocen. Amotivacija je prisotna pri vseh mladostnikih, vendar ni izražena predvsem pri mlajših dijakih, kot smo predvidevali. Prav tako smo ugotovili, da motivacija ni odvisna in se ne navezuje na spol, kar pomeni, da dekleta niso samo intrinzično motivirana, fantje pa ekstrinzično, saj spol na motivacijo nima vpliva. Sorazmeren odnos se kaže med višjo samoučinkovitostjo in boljšim akademskim uspehom dijakov, kar pomeni, da je za boljši učni uspeh potrebno posameznikovo prepričanje, da lahko doseže želen rezultat. Obenem pa se je izkazalo, da višja kot je zaznana samoučinkovitost, bolj je izražena intrinzična motivacija. Ko ima posameznik zastavljene neke cilje, ki jih bo dosegel, se pri njem kažeta tako intrinzična motivacija kot tudi zaznana samoučinkovitost, ki mu daje prepričanje v uspešnost njegovih dejanj. Motivation is the driving force that leads each individual in the direction to satisfy his needs. During adolescence when an individual is experiencing many changes, motivation is very crucial, because of education through which everybody wants to achieve their goals. In the master thesis, I presented the concept of motivation and connected it with education and adolescence. I presented the self-determination theory, which is shown in external motivation, internal motivation and amotivation. Furthermore, I researched self-efficiency, which is a person's belief that a certain task will be done in the way that it is expected. I have made an experiment among high school students to test their motivation. In this experiment I tested five pre-set hypotheses. The first hypothesis which claims that high school students’ express greater intrinsic motivation than extrinsic, was rejected, because it turned out that they express greater extrinsic motivation. I have also rejected the second hypothesis, which claims that there is more amotivation among younger high school students. I was amazed that the third hypothesis was rejected. It claims that women are more intrinsically motivated, while men are more extrinsic motivated. It turned out, that motivation does not depend on gender. I confirmed the fourth hypothesis, which claims that higher self-efficiency results in better academic performance. I also confirmed the fifth hypothesis, which claims the higher the self-efficiency is the more expressed intrinsic motivation tends to be. When an individual has certain goals that he wants to achieve, he indicates both intrinsic motivation and self-efficiency, which gives him the belief in the successfulness of his actions.

Raziskava se nanaša na mladostništvo, razpoloženjske motnje in projekcijsko risanje ter skuša skozi čečkanje oblikovati preprosto in učinkovito tehniko, s katero bi ugotavljali določeno razpoloženje in blagostanje mladostnikov. Raziskava je razdeljena na dve fazi. V prvi fazi je sodelovalo 87 mladostnikov Gimnazije Murska Sobota in Gimnazije Franca Miklošiča Ljutomer, druga faza je potekala na istem vzorcu, udeležencev je bilo 84. Pri projekcijskem delu naloge so morali udeleženci s poljubno barvico načečkati podobo v skladu s svojim počutjem v zadnjih dveh tednih. Na voljo so imeli 7 barvic, in sicer črno, modro, zeleno, rdečo, rumeno, oranžno in vijolično. Hkrati so udeleženci morali še rešiti Vprašalnik WHO-5 (ang. The WHO 5-item Well-Being Index (WHO-5), Lestvico stresnih življenjskih dogodkov (ang. The 29 – item Life Event Scale) in Vprašalnik MDI (ang. Major Depression (ICD-10) Inventory), ki je bil uporabljen samo v 2. fazi. Z raziskavo je bilo ugotovljeno, da med mladostniki obstaja statistično pomembna razlika v blagostanju glede na izrabo prostora in velikost čačke. Na mladostnike v veliki meri vplivajo tudi stresni življenjski dogodki. Večje število stresnih dogodkov se je izkazalo kot indikator slabšega počutja oz. nizkega blagostanja. Ugotovitve naše študije tudi kažejo, da posamezna barva čačke nima učinka na blagostanje mladostnikov. Udeleženci so, ne glede na to ali so v obeh fazah izbrali enako ali drugačno bravo čačke, dosegli podoben rezultat na vprašalniku WHO5, kar pomeni, da se ne razlikujejo v blagostanju. Tekom študije virov in ob analizi raziskave smo hkrati ugotovili, da lahko ima posamezna čačka za različne posameznike tudi različen pomen, kar lahko otežuje interpretacijo. Čečkanje lahko predstavlja učinkovito izrazno sredstvo, na podlagi česa lahko zgolj sklepamo, ne pa tudi podajamo diagnoze, o mladostnikovem razpoloženju in blagostanju. The following study discusses adolescence, mood disorders and projectional drawing. It aims to create a simple and efficient instrument based on scribbling, which would indicate specific moods and the well-being of adolescents. The study was split into two phases. In the first phase, the study included 87 adolescents from the Gimnazija Murska Sobota and Gimnazija Franca Miklošiča Ljutomer secondary schools. The second phase was performed on the same sample of 84 adolescents. In the projectional part of the task, the participants were asked to use an arbitrary colour pencil to scribble an image which would reflect their mood in the past two weeks. The participants could choose from seven different colour pencils, namely a black, blue, green, red, yellow, orange and purple pencil. At the same time, the participants were asked to fill out the WHO-5 questionnaire (WHO 5-item Well-Being Index), the 29-Item Life Event Scale and the MDI questionnaire (Major Depression (ICD-10) Inventory), which was only used in the second phase. The study findings show that there is a statistically important correlation between the use of space and the size of the scribble and the mood and well-being of an individual. Adolescents are also greatly affected by stressful life events. A larger amount of stressful events proved to be an indicator of poorer mood and well-being. Additionally, our findings show that the colour of a scribble is in no correlation with greater or poorer mood and well-being of an individual. The participants' WHO5 questionnaire score was similar, regardless of whether they choose the same colour in both phases or not. This indicates that there was no difference in the quality of their life or their well-being. By studying the literature and performing the analysis we also established that an individual scribble may have different meaning for different individuals, which undoubtedly hinders its interpretation. Scribbling can be an efficient tool for expressing oneself from which we can infer the adolescent's mood and well-being however, it cannot present a basis for providing a diagnosis.