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Živimo u vremenu u kome je simbioza čovjeka i kompjuterske tehnologije uobičajena pojava, te korištenje interneta i društvenih platformi znatno oblikuje naš način razmišljanja i svakodnevni život. Ipak, virtuelni svijet kao mjesto artikulacije nesvjesnog predstavlja veliki izazov za mlade naraštaje, primarno po pitanju zrelosti, jer se njihova komunikacija najvećim dijelom odvija putem društvenih mreža. Također, to je poseban izazov i za starije generacije, budući da nisu imali priliku od samog početka odrastati uz pristup internetu i različite načine virtuelnog samopredstavljanja. U skladu s tim, interakcija u virtuelnom svijetu će u ovom radu najvećim dijelom biti objašnjena kroz dramaturški pristup Ervinga Goffmana, kako bi se dodatno rasvijetlio taj fenomen potrebe za što boljom samoprezentacijom i održavanjem gotovo idealne slike o sebi, što može imati negativan utjecaj na socio-emocionalni razvoj i mentalno zdravlje pojedinca. [ABSTRACT FROM AUTHOR]

Self-efficacy can be described as an individual's assessment of their capability to plan and accomplish activities required to perform a specific, assumed sort of activity, whereas life satisfaction refers to a person's overall self-assessment of quality of life per their standards. Since these constructs are repeatedly discussed in the framework of positive psychology, this study intended to examine the links between specific sociodemographic characteristics and general self-efficacy, as well as general self-efficacy with life satisfaction. The cross-sectional study included 382 respondents (70.4 % of females and 29.6 % of males), with an average age of 27.7+9.2. The Sociodemographic Characteristics Questionnaire, which was created for this study's purposes, was used to gather sociodemographic characteristics. The Schwarzer Scale of General Self-Efficacy was used to assess general self-efficacy. The one-item scale was used for the assessment of life satisfaction. The findings revealed that respondents' assessments of general self-efficacy did not differ depending on the specific gender, degree of education, or marital status. Furthermore, there was a positive and statistically significant relationship between general self-efficacy with life satisfaction. Hence, as an individual's confidence in completing a task or performance in an activity rises, so does a person's level of life satisfaction. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the self-concept of athletes and Esports players and to determine the relationship between these possibly different self-concepts, and how they differ between athletes and Esports players. Exactly 67 participants were involved in the research, namely 37 athletes who play sports at the highest level in Bosnia and Herzegovina, and 30 Esports players, who compete semi-professionally or professionally, at the state or regional level. The average age of the respondents was 23 years and 4 months. Sociodemographic variables were measured by the Sociodemographic Characteristics Questionnaire, which was constructed for research purposes, while the Self Discrepancy Scale was used to examine self-concept (Kolenović-Đapo and Hasanbegović, 2002). The obtained results suggest the existence of a statistically significant difference in self-concept between athletes and Esports players, in relation to physical (t(65)=2.72, p<0.05), emotional (t(65)= 2.59, p<0.05) and social self (t(65)= 2.66, p<0.05). In addition, it was shown that there is no statistically significant difference between athletes and Esports players, regarding cognitive ((t(65)=1.04, p >0.05) and moral self (t(65)= 0.19, p>0.05). Therefore, athletes have a more positive perception of their physical, emotional, and social self, because it is possible that in interaction with the community due to active sports participation and good performances they receive a positive and supportive reaction from the environment, which further contributes to the fact that they experience and present their physical, emotional and cognitive self in a more positive way than Esports players. [ABSTRACT FROM AUTHOR]

The aim of this research was to explore the role of academic motivation, emotional intelligence, emotional regulation strategies, and affective family attachment in explaining student anxiety. Participants of this cross-sectional research were 897 university-level students (51.8% female) with an average age of 22.84 (SD= 4.51). The main statistical analysis applied in the research is multiple regression analysis, and the obtained results proved that intrinsic motivation to learn, the extrinsic motivation - identified type, the ability to accept and understand emotions, the ability to manage and regulate emotions, as well as anxiety as a dimension of family attachment and preoccupied style of family attachment (F(18.876)= 12.71, p < .01), have a significant role in explaining 20.7% of the variance of student's anxiety. Higher level of anxiety and anxious reactions were found in students with more ability to accept and understand emotions and more anxiety and extrinsic motivation - identified. Also, a higher level of anxiety and anxious reactions were found in students with a preoccupied style of family attachment, with lower ability to manage and regulate the emotions and lower intrinsic motivation to learn. Therefore, the problem of anxiety in the student population needs additional attention, and explore potential risk and protective factors, in order to approach the systematic planning and implementation of prevention programs aimed at developing and improving appropriate motivational and emotional competencies that would help students transition through periods of crisis and the development of more mature and resilient personalities. [ABSTRACT FROM AUTHOR]

This paper analyzes the phenomen of snobbery as a all present form of value system in modern society. We can say that today’s world rests on a form of behavior which is, frankly speaking, dehumanized, narcissistic, and in desire of greater self-promotion, extremely materialized. Globalization and the accelerated flow of services, goods and people, have also contributed to this, creating a hybrid global culture and its associated values. Such circumstances are the basis for the creation of a worldview and way of life that is especially evident in the 21st century, the century of technology, when it is very easy to present a distorted and self-constructed version of oneself. The paper problematizes and actualizes, from a sociological and psychological point of view, the characteristics of the snob and his social position. [ABSTRACT FROM AUTHOR]

The aim of the study was to examine the predictive contribution of personality traits and motives for achievement in explaining academic achievement in students. 200 randomly selected students from the Faculty of Teacher Education in Mostar participated in the cross-sectional study, 100 of them in the Department of Sport and Health and 100 in the Department of Pedagogy. Respondents' personality traits were assessed by the BFI Personality Inventory (John, Donahue, & Kentle, 1991), the motive for achievement was assessed with the MOP2002 questionnaire (Franceško, Mihić, & Bala, 2002), while academic achievement was observed as the students' average exam grade. Socio-demographic characteristics were also examined. All instruments used have satisfactory metric characteristics. The results confirmed that conscientiousness and motive for achievement were significant positive predictors, which accounted for 8,7% of the total variance in academic achievement. Based on the results, we concluded that there was a modest but significant proportion of conscientiousness as personality trait and motives for achievement in explaining academic achievement, whereas the other examined personality traits did not have a predictive contribution in this research. [ABSTRACT FROM AUTHOR]

The goal of this study is to research personality traits and achievement motive among athletes and determine relationship between personality traits and achievement motive among athletes and non-athletes. Participants of the research were 200 students of Educational faculty - 100 athletes and 100 non-athletes. Participants are students of the same year and with statistically equal average grade. Personality traits were appraised by Personality Inventory BFI (John, Donahue and Kentle, 1991) and achievement motive by Questionnaire MOP2002 (Franceško, Mihić and Bala, 2002). The goal of this study is to research personality traits and achievement motive among athletes and to determine the relationship between personality traits and achievement motive among athletes and non-athletes. Participants of the research were 200 students of Faculty of Education, University „Džemal Bijedić“ in Mostar - 100 athletes and 100 nonathletes. Students are counterbalanced by the year of study and by the average grade. Personality traits were estimated by Personality Inventory BFI (John, Donahue and Kentle, 1991) and achievement motive by Questionnaire MOP2002 (Franceško, Mihić and Bala, 2002). The results showed that among athletes there is no statistically significant correlation among General achievement motive and Neuroticism while there is a statistically significant correlation between General achievement motive and Extroversion as well as between General achievement motive and Conscientiousness. Nevertheless, statistically significant correlation between General achievement motive and Agreeableness among athletes was not found, while correlation between Openness and General achievement motive was proved to be statistically significant. However, among non-athletes statistically significant correlation between Agreeableness and General achievement motive or between Openness and General achievement motive was not found. [ABSTRACT FROM AUTHOR]

Studying motivation represents directing energy into reaching educational goals and it can be intrinsic and extrinsic. There is motivation of students for education which gathers all procedures, tecniques and methods that stimulate studying, directing it and define its intensity and length. Motivational techniques can be used influencing students' emotional engagement, their interest and wishes. There are several motivational techniques connected to educational material (educational-motivational techniques) or attempt to keep students' attention (motivational techniques). They can be classical, innovative, planned, spontaneus, short-term, long-term, introductional and conclusional. Besides these, setting educational goals that represent goals which students need to achieve can be used as well, as goals improve success, direct attention on task, involve effort, raise perserverance and improve development of new strategies of reaching goals. Still, to motivate their students even more, teachers should continuously do their best for every lecture to keep the attention and increase the interest of educational material, build confidence in their own abilities and stimulate students' school grades satisfaction. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore the achievement motive comparing students who are athletes and nonathletes and determine potential differences in the achievement motive among students who are professional and recreational athletes. The research involved 200 students of Faculty of Education, University „Džemal Bijedić” in Mostar: 100 students who participate in sports professionaly or for recreation and 100 students who are non-athletes. The students are equally matched by the year of their studies and the average grade during their studies. The achievement motive of the respondents was evaluated by a questionnaire MOP2002 (Franceško, Mihić i Bala, 2002) and particular sociodemographic characteristics by a questionnaire constructed for the needs of this study. The results indicated statistically higher achievement motive among athletes than among non-athletes, as well as among students who are professional athletes than those who participate in sport only as a for of recreation. [ABSTRACT FROM AUTHOR]