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The aim of this research is to explore the relationship between mindful parenting, cognitive parental awareness, and adolescents’ subjective well-being. The study included 101 families consisting of a mother, a father, and an adolescent child (N=303) aged 10 to 17, with a total of 69 female adolescents and 32 male adolescents. A general data questionnaire, mindful parenting questionnaire, and cognitive parental awareness questionnaire were administered to parents while adolescents completed a general data questionnaire, loneliness scale, life and family satisfaction scales, and general self-esteem scale. The results showed that male adolescents were more satisfied with life and had higher self-esteem than female adolescents. Measures of parenting were significantly related between mothers and fathers. The results also suggest that mindful parenting and cognitive parental awareness are significant correlates to the subjective well-being of adolescents when it comes to fathers, but not to mothers., Cilj ovoga istraživanja bio je ispitati povezanost između usredotočene svjesnosti u roditeljstvu, kognitivne roditeljske svjesnosti i subjektivne dobrobiti adolescenata. U istraživanju je sudjelovala 101 obitelj (N=303) koju su činili majka, otac i dijete adolescentne dobi, u rasponu od 10 do 17 godina, i to 69 adolescentica i 32 adolescenta. Primijenjeni su upitnici općih podataka za adolescente i roditelje, upitnik usredotočene svjesnosti u roditeljstvu i upitnik kognitivne roditeljske svjesnosti, dok su adolescenti ispunili skale usamljenosti, zadovoljstva životom i obitelji te općeg samopoštovanja. Rezultati su pokazali da su adolescenti zadovoljniji životom i iskazuju više samopoštovanje u odnosu na adolescentice. Također, utvrđena je značajna povezanost između majki i očeva u većini mjera roditeljstva. Rezultati upućuju na zaključak da su usredotočena svjesnost u roditeljstvu i kognitivna roditeljska svjesnost značajni korelati subjektivne dobrobiti adolescenata kada je riječ o očevima, no ne i majkama.

The aim of this research was to explore gender differences in musical taste and the mediating role of functions of music between gender and musical taste. The research included 740 Croatian and Slovenian students. The results confirmed the existence of gender differences in both musical taste and functions of music. Females preferred the Reflective-Complex musical style, while males showed greater preferences towards Intense- Rebellious style of music. There was no significant gender difference in preferring Traditional and Contemporary Ethno or Energetic and Rhythmic musical style. With regard to the functions of music, there were no significant differences between males and females in identity/culture and background and focus/concentration functions of music. Males assessed political attitudes as a more important function of music than females, while females assessed all other functions of music higher than males did. A complete mediation effect of functions of music was established for gender and Reflective-Complex and Slo-Yugo Pop musical style.

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

Cilj ovoga rada bio je provjeriti strukturu hrvatskog prijevoda BERS-2 upitnika na uzorku srednjih adolescenata, istražiti njegovu konvergentnu valjanost te provjeriti rodne razlike u ponašajnim i socio-emocionalnim kompetencijama adolescenata. U istraživanju je sudjelovalo 849 sudionika (56% adolescentica). Primijenjeni su Upitnik općih podataka, hrvatska inačica BERS-2 upitnika, Upitnik emocionalne kompetentnosti te Upitnik zadovoljstva obitelji. Provedene faktorske analize pokazale su kako izvorna pet-faktorska struktura BERS-2 upitnika ne odgovara podacima pa je kao optimalno rješenje predložena četverofaktorska struktura sa smanjenim brojem čestica u odnosu na izvornik. Tako formirani rezultati, za četiri skupine kompetencija, pokazali su zadovoljavajuća psihometrijska obilježja. Značajna povezanost između rezultata ostvarenih na BERS-2 upitniku te školskog uspjeha, zadovoljstva obitelji i emocionalnih kompetencija upućuje na konvergentnu valjanost hrvatskog prijevoda BERS-2 upitnika. Djevojke su, u odnosu na mladiće, ostvarile značajno više rezultate na mjerama školskog funkcioniranja i interpersonalnih snaga, dok su intrapersonalne snage te uključenost u obitelj djevojke i mladići procijenili sličnima. Rezultati su raspravljeni u kontekstu podataka o izvornoj inačici BERS-2 upitnika, podataka o provjerama njegovih obilježja u drugim istraživanjima te s obzirom na postojeće spoznaje o ponašajnim i socio-emocionalnim kompetencijama adolescenata. Ograničenja provedenog istraživanja, kao i potreba daljnje provjere konstruktne valjanosti upitnika BERS-2, iznesena su u zaključnom dijelu., The aim of the paper was to examine the Croatian translation of the BERS-2 questionnaire on the sample of mid-adolescents, examine its convergent validity and analyse gender differences in behavioural and socio-emotional competencies of adolescents. 849 respondents participated in the research (56% female adolescents). General data questionnaire, Croatian version of the BERS-2 questionnaire, emotional competence questionnaire and family satisfaction scale were used. The conducted factor analyses have shown that the original five-factor BERS-2 structure does not correspond to the data, so a four-factor structure with a reduced number of items in comparison with the original was proposed as an optimum solution. Thus formed results have shown satisfactory psychometric characteristics for four groups of competencies. A significant correlation between the results shown on the BERS-2 questionnaire and school achievement, family satisfaction and emotional competencies indicates the convergent validity of the Croatian translation of the BERS-2. In comparison with boys, girls have achieved significantly higher results on the measures of school functioning and interpersonal strengths, while the measures of interpersonal strengths and involvement with family were assessed similarly by boys and girls. The results were analysed in the context of the data on the original BERS-2 questionnaire, the data on the verification of its features in other research and with regard to the existing knowledge about behavioural and socio-emotional competencies of adolescents. The limitations of the conducted research, as well as the need for further validation of the BERS-2 questionnaire are presented in the final part of the paper.

Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.

The purpose of this research was to examine the relationship between personality traits, motivation and learning strategies of primary school students. A total of 193 students filled out Personality Traits Questionnaire for Children, Goal Orientations Questionnaaire and The Learning Strategies Questionnaire. Results showed that male students, compared to female students, were more inclined to goals aimed at others and non-academic goals. Female students, compared to male students, used meta-cognitive control and deep processing more often. Younger students rated goals aimed at themselves and others more important, and used all three types of learning strategies more often. Regression analyses showed that both personality traits and students’ goal orientations significantly contributed to all of the learning strategies variance. Conscientiousness and emotional stability were the most important predictors among Big five personality traits. Self-oriented goals were significant predictors of metacognitive control and deep processing, while goals oriented at others significantly predicted surface processing., Cilj ovoga istraživanja bio je ispitati povezanost osobina ličnosti, motivacije i strategija učenja kod učenika osnovnoškolske dobi. Ukupno 193 učenika ispunilo je Upitnik za ispitivanje osobina ličnosti kod djece (IPIP Big-Five), Upitnik za ispitivanje ciljnih orijentacija i Upitnik za ispitivanje strategija učenja. Rezultati istraživanja pokazali su da su učenici, u odnosu na učenice, skloniji ciljevima usmjerenima na druge i neakademskim ciljevima. Učenice, u odnosu na učenike, češće koriste meta-kognitivnu kontrolu i dubinsko procesiranje. Mlađi učenici važnijima su procijenili i ciljeve usmjerene na sebe i na druge, a češće koriste i sve tri strategije učenja. Regresijske su analize pokazale da i osobine ličnosti i ciljne orijentacije učenika zasebno doprinose objašnjenju dijela varijance svih strategija učenja pri čemu su se od osobina ličnosti najvažnijim prediktorima pokazale savjesnost i emocionalna stabilnost. Ciljevi usmjereni na sebe značajni su prediktori meta-kognitivne kontrole i dubinskog procesiranja, dok su ciljevi usmjereni na druge značajan prediktor površinskog procesiranja.

The success of science education in classroom and out-of-school settings can be influenced by parents’ behaviours and STEM-related values. The present study investigated pathways in parent-to- child transmission of STEM (science, technology, engineering, mathematics) values by examining at same time parents’ values and behaviours, along with their children’s perceptions of these parental influences. The study included 1071 students (Mage = 12.15) and the same number of their parents. Path analysis revealed that children’s importance value of the STEM school fields was best explained by their perceptions of parental values and behaviours in STEM. On the other hand, parents’ self-reported values and behaviours had a weak effect in predicting children’s values, which can be explained by inaccurate children’s perceptions of their parents. The results suggest that parents more easily convey beliefs about the utility than the attainment value of STEM. Namely, parents’ utility value had a larger effect in predicting children’s value, partly mediated through children’s perception of parents’ encouragement of STEM interests. The study highlights the role of children’s perceptions of their parents’ beliefs and behaviours and the importance of communicating STEM-related values within the family. Practical implications for parents and science educators are discussed.

Music plays an important role in the life of adolescents. Dealing with music represents a very important free-time activity during adolescence, while by listening to music or performing music adolescents can satisfy a range of needs, both personal and those of social nature. Therefore, this paper presents the results of research on musical taste and listening to music habits in early adolescence. We hypothesized that students generally like listening to music and that they mostly prefer domestic and foreign popular music. It was also assumed that older students, on average, listen to music more than younger students and that there is a significant relation between certain personality traits and preferences of certain musical styles. We used The Eysenck Personality Questionnaire for children together with an instrument designed for this study that consists of two questionnaires – Listening to Music Questionnaire and Musical Performers Preferences Questionnaire. The results showed that students generally like listening to music and that they usually listen to music one hour per day. As expected, students prefer popular music, especially domestic pop, pop-folk and foreign pop. Neuroticism was correlated with preferences of turbo-folk music, popular domestic and foreign rock music, while other relations with personality traits were not established. Younger students assessed more important role of music education in the formation of musical taste, therefore, we indicated implications for music lessons at an early school age.

Cilj ovoga rada bio je na hrvatskom uzorku studenata provjeriti latentnu strukturu Revidiranog upitnika procjene kvalitete interakcija roditelj – dijete, inačica za djecu (PACHIQ-R, Lange, Evers, Jansen i Dolan, 2002). U ovom je istraživanju sudjelovalo 388 studenata, a primijenjeni su postupci paralelne analize, konfirmatorne analize i strukturalno modeliranje kako bi se provjerila latentna struktura upitnika jer u ranijoj primjeni na širokom dobnom uzorku nije potvrđen pretpostavljeni teorijski model od dva faktora. Rezultati konfirmatorne analize ne podržavaju dvofaktorsku strukturu za obje inačice Upitnika, dok paralelna analiza upućuje na više faktora. Eksploratorna i naknadna konfirmatorna analiza modela potvrđuje postojanje jednog općeg faktora s najvećim opterećenjima te tri faktora s manjim brojem značajnih opterećenja. Jednofaktorski model bez određenog broja čestica značajno se razlikuje od jednofaktorskog i dvofaktorskog modela sa svim česticama te ima bolje parametre pristajanja. Pouzdanost Upitnika je visoka; omega-h modela na Upitniku za procjenu odnosa s majkom iznosi 0,87, uz ukupni omega od 0,93, a na inačici za oca omega-h modela iznosi 0,86 uz ukupni omega 0,95. Doprinos ovog rada ogleda se u nalazu koji upućuje na jednu latentnu dimenziju odnosa i prema ocu i majci, a ne kako autori pretpostavljaju dvije dimenzije, prihvaćanje i rješavanje konflikata. Također je potrebno pri određivanju latentnih dimenzija biti oprezan u odabiru i tumačenju nalaza faktorske analize te ponoviti istraživanje uz moguću reviziju broja čestica pri korištenju jedne dimenzije. Ključne riječi: interakcija dijete - roditelj, PACHIQ-R, faktorska analiza, paralelna analiza

Aim: To examine the relationship between the quality of family interactions and test anxiety and depression in a sample of 4th and 7th grade primary school pupils. Methods: The Scale of Depression for Children and Adolescents (SDCA, Vulić Prtorić, 2003a), The Subscale for Test Anxiety (STA, Vulić Prtorić, 2004a), and Scale of Interaction Quality within the Family (SIQF, Vulić Prtorić, 2004b) were used. Results: Older pupils were generally more depressed and anxious compared to the younger ones. However, the increase in depression was observed only in female pupils, whereas in male pupils, the levels of depression were generally stable, regardless of age. A similar pattern was found in test anxiety. Overall satisfaction with family, as well as the quality of interactions with mother and father was higher in fourth graders, compared to seventh graders. Female pupils assessed their mothers as more accepting, whereas male pupils assessed their fathers as more accepting than girls did. Maternal rejection was independent of gender, but paternal rejection was more prominent in boys, compared to girls. Higher maternal rejection and lower paternal acceptance were shown to be significant predictors for both depression and test anxiety. Conclusion: Results confirmed our hypothesis that early-adolescents, as well as girls, have more pronounced depressive and test-anxiety symptoms, when compared to younger children and boys. (Pre)-adolescents’ perceptions of family dynamics have an important role in explaining depressiveness and test anxiety, which implies their value in prevention of mental health problems in (pre)adolescents.

Cilj ovoga istraživanja bio je ispitati pridonose li dimenzije roditeljskog ponašajnog stila objašnjenju razvojnih obilježja djece predškolske dobi i povrh dječjih temperamentalnih značajki. U istraživanju su sudjelovala 194 roditelja jednog djeteta predškolske dobi, od čega 95.36 % majki. Primijenjeni su Upitnik temperamenta EASI, Multidimenzijski upitnik roditeljstva i Upitnik za procjenu razvoja djeteta predškolske dobi. Rezultati su uputili na značajnu povezanost između dimenzija temperamenta prema modelu EASI (emocionalnost, aktivnost, socijabilnost i impulzivnost), funkcionalnih razvojnih obilježja djeteta i nekih dimenzija roditeljstva. Nisu utvrđene znatne razlike u procjenama temperamentalnih obilježja i razvojnih ishoda između dječaka i djevojčica. Rezultati regresijskih analiza pokazali su da je procjenama temperamentalnih dimenzija moguće objasniti visokih 56 % – 74 % varijance razvojnih ishoda djece predškolske dobi, ali i da dimenzije roditeljskog ponašanja dodatno ne pridonose objašnjenju varijance razvojnih obilježja djece uz kontrolu temperamenta. Uz ograničenja provedenog istraživanja, rezultati su interpretirani u kontekstu postojećih spoznaja o utjecajima na razvojne ishode djece predškolske dobi s posebnim naglaskom na važnost prepoznavanja i razumijevanja temperamenta kao važne odrednice razvoja u dječjoj dobi.

Starting from the behaviourist and constructivist principles of teaching and coaching and motivation of young athletes in the context of self-determination theory, this paper discusses the relationship between different types of motivation of young football players and the preferred coaching styles of their trainers. A study was conducted on a sample of N = 132 young football players, aged 12 to 18, and N = 12 coaches in one large Croatian football club. General data questionnaires were applied in sub- samples of players and coaches for gathering data on age, length of coaching, length of work experience of coaches, type of coaching education completed, and daily and weekly time commitment in coaching. The trainers also filled out a Coaching Style Assessment Questionnaire designed for the purpose of this research, while players completed an adapted version of The Behavioural Regulation in Sport Questionnaire for assessing motivation for training and playing football in the context of self-determination theory. The results showed high level of intrinsic motivation in young players, but also pointed to the important role of coaching styles for players' motivation, especially intrinsic one. Specifically, the results confirmed the significant contribution of encouraging autonomy and commitment during training in explaining individual differences in young players' intrinsic motivation. For the level of extrinsic motivation, the selected predictors were not significant. The results were interpreted in the context of the previously mentioned theoretical frameworks and limitations of the research were highlighted. Implications of the results were discussed with the emphasis on the importance of educating all stakeholders involved in training process of young football players.

The aim of this research was to find out if mindful parenting contributes to internalised and externalised problems in preschool children. A total of 168 mothers, fathers and preschool teachers took part in the research, which assesses the extent of internalised and externalised problems in 76 preschool children. Additionally, both parents completed the Mindfulness in Parenting Questionnaire. Results showed that internalised and externalised problems were significantly correlated, with externalised problems being more prominent in boys. Mothers and fathers differed only in one aspect of mindful parenting, empathic understanding for the child, which was higher in mothers. When analysing differences in mindful parenting of boys/girls, the results showed that fathers of boys have higher parental awareness than fathers of girls, while there were no other significant differences. Mindful parenting did not prove significant in predicting internalised problems of preschool children. In contrast, the results showed that 30% of externalised problems in children can be explained by the child’s gender and by mindful parenting from both parents. These findings point to some differences between mothers and fathers contributing to externalised problems. Specifically, the father’s focusing attention on the child with acceptance and the mother’s self-efficacy were related to lower externalising problems, while the father’s empathic understanding of the child and mother’s non-reactivity were related to more externalising problems in children. The results are discussed in the context of existing knowledge about implicit parenting and child development outcomes.

The aim of this study was to examine whether the dimensions of parental behavioural style contribute to the explanation of the developmental characteristics of preschool children beyond children’s temperamental characteristics. A total of 194 parents of one preschool child, of which 95.36% were mother, participated in the study. The EASI temperament survey, the Multidimensional Assessment of Parenting Scale and the Preschool Child Development Assessment Questionnaire were used. The results suggested a significant correlation between the dimensions of temperament according to the EASI model (emotionality, activity, sociability and impulsivity), the functional developmental characteristics of the child and some dimensions of parenting. No significant differences were found in the assessments of temperamental characteristics and developmental outcomes between boys and girls. The results of regression analyses showed that temperamental dimensions assessments explained significant portion of preschool children developmental outcomes variance (between 56% and 74%). Furthermore, with temperamental characteristics being controlled for, the dimensions of parental behaviour did not significantly increase portion of explained criteria variance. In addition to the limitations of the study, the results were discussed in the context of existing knowledge on the developmental outcomes of preschool children with special emphasis on the importance of recognizing and understanding temperament as an important determinant of development in early ages.

Cilj je ovoga rada bio istražiti koncept svjesnosti u roditeljstvu (engl. mindful parenting) s obzirom na njegovu strukturu, povezanost s konceptom usredotočene svjesnosti (engl. mindfulness) i doživljajem roditeljstva, te ispitati razlikuju li se majke i očevi djece različite dobi u svjesnom roditeljstvu. Jedan od ciljeva ovoga istraživanja bio je validirati hrvatsku verziju Upitnika svjesnog roditeljstva (McCaffrey, 2015), za koji je autorica utvrdila da se sastoji od dva faktora – roditeljske samoefikasnosti i usmjerenosti na dijete. Stoga se u istraživanje krenulo od pretpostavke da će podaci prikupljeni na uzorku naših roditelja također potvrditi dvofaktorsku strukturu Upitnika. Također, pretpostavka je bila da će majke iskazati višu razinu svjesnosti u roditeljstvu u odnosu na očeve, da će usredotočena svjesnost biti značajan prediktor svjesnog roditeljstva, kao i pozitivno iskustvo s vlastitim roditeljima u djetinjstvu. U istraživanju je sudjelovalo ukupno 515 roditelja (320 majki i 195 očeva) koji su ispunili Upitnik općih podataka, Kratku skalu iskustva s vlastitim roditeljima, Skalu usredotočeno svjesne pažnje i svjesnosti, Upitnik svjesnog roditeljstva te Skalu roditeljske kompetentnosti. Rezultati su pokazali da podaci prikupljeni ovim istraživanjem bolje pristaju modelu svjesnog roditeljstva s pet faktora: usmjeravanje pažnje na dijete s prihvaćanjem, empatično razumijevanje djeteta, roditeljska samoefikasnost, roditeljska svjesnost te ne-reaktivnost. Nadalje, pokazalo se da majke više usmjeravaju pažnju na dijete te iskazuju višu razinu empatičnog razumijevanja u odnosu na očeve. Utvrđena je značajna povezanost svjesnog roditeljstva s percepcijom roditeljske kompetentnosti i zadovoljstva dok se, suprotno očekivanjima, usredotočena svjesnost na intrapersonalnoj razini nije pokazala značajnim prediktorom svjesnosti u roditeljstvu. Pozitivno iskustvo s vlastitim roditeljima tijekom odrastanja značajan je prediktor svih dimenzija svjesnog roditeljstva., The aim of this study was to explore the concept of mindful parenting with regard to its structure, its relation to the concept of mindfulness and parenting experience. The study also aimed at exploring whether parents of children at different age express differences in mindful parenting. One of the aims of this study was to validate the Croatian version of the Mindfulness in Parenting Questionnaire (McCaffrey, 2015) that consists of two factors - Parental Self-efficacy and Being in the moment with a child. Therefore, we hypothesised that data collected in this research would also confirm the two-factor structure, as obtained in the original validation. Furthermore, it was hypothesised that mothers would show a higher level of mindful parenting than fathers and that mindfulness and positive experience with their own parents in childhood would be significant predictors of mindful parenting. A total of 515 parents (320 mothers and 195 fathers) participated in the study and filled out General data questionnaire, Short scale of Mindful attention awareness scale (MAAS), Mindfulness in parenting questionnaire (MIPQ) and Parenting sense of competence scale. The results showed that the five-factor model fits better to data collected in this research with factors being focusing attention to the child with acceptance, empathic understanding of the child, parental self-efficacy, parental awareness, and non-reactivity. Furthermore, it has been shown that mothers are more empathetic and more focused on the child than fathers. Finally, significant correlations between mindful parenting and dimensions of parental sense of competence were obtained. Contrary to the expectations, mindfulness as an intra-personal characteristic did not prove to be a significant predictor of mindful parenting. One of the most important predictors of all the dimensions of mindful parenting was positive experience with their own parents during childhood.

The aim of this chapter is to examine the relationship between contemporary parenting practices, understanding of the child, implicit parenting pedagogy, and the influence of the media on the child which seems an indispensable determinant of child development and upbringing. Given the development of technology, especially the information and communications one, this should not surprise us but make us reflect more on parental roles and responsibilities in this process. Special attention should be directed to understanding implicit parenting pedagogy, where the processes of raising awareness and reflection play the most important role. Parents who are aware of their implicit pedagogy, who cultivate mindful parenting have the advantage over those who do not. When shaping their own parenting practices on these grounds, they can create optimal conditions for child development. The potential adverse effects of modern technologies will be that much smaller if by raising the awareness of their own parenting practices parents develop and progress towards responsible and competent parenting.

Rezultati ranijih istraživanja upućuju na povezanost između razvijenosti socio-emocionalnih kompetencija djeteta te budućeg uspjeha u raznim područjima života i doživljaja zadovoljstva životom. Socio-emocionalne kompetencije razvijaju se tijekom djetinjstva u kontekstu različitih interakcija, posebno onih u obitelji, predškolskom i školskom okruženju. Cilj je ovoga istraživanja bio ispitati razvijenost socio-emocionalnih kompetencija djece rane i predškolske dobi iz perspektive roditelja i odgojitelja. Također, istraživanjem se pokušalo ispitati procjenjuju li odgojitelji i roditelji različito kompetencije dječaka i djevojčica, kao i ovise li te procjene o spolu roditelja ili njihovoj razini obrazovanja. U istraživanju je sudjelovalo 347 roditelja i 60 odgojitelja koji su procjenjivali 347 djece u dobi od 4. do 8. godine. Za procjenu razvijenosti kompetencija korišten je standardizirani upitnik te su dobivene procjene roditelja i odgojitelja u četirima domenama: interpersonalnoj, intrapersonalnoj i afektivnoj snazi djeteta te uključenosti u obitelj. Rezultati su pokazali kako i odgojitelji i roditelji visoko procjenjuju razvijenost svih dječjih socio-emocionalnih kompetencija, pri čemu su odgojitelji, u odnosu na roditelje, višim procijenili interpersonalne snage te uključenost u obitelj. S obzirom na djetetov spol, i roditelji i odgojitelji su višim procijenili interpersonalne snage i uključenost u obitelj djevojčica nego dječaka, dok u procjenama intrapersonalnih i afektivnih snaga nisu utvrđene značajne razlike., The results of previous research suggest a correlation between the development of a child's socio-emotional competencies and future success in various areas of life, as well as life satisfaction. Socio-emotional competencies develop during childhood in the context of various interactions, especially those within the family, preschool and school environment. The aim of this study was to examine socio-emotional competencies of preschool children from the perspective of parents and educators. The study also aimed at exploring whether parents and preschool teachers differently assess competencies of boys and girls, as well as whether the assessments depend on the parents' gender and their level of education. The study involved 347 parents and 60 preschool teachers who assessed 347 children between the ages of 4 and 8. A standardized questionnaire was used to assess socio-emotional competencies in four domains: interpersonal, intrapersonal, and affective child strengths and family involvement. The results showed that both, preschool teachers and parents highly rated all of the children's socio-emotional competencies. Still, preschool teachers, compared to parents, assessed children’s interpersonal strengths and family involvement higher. With regard to the child's gender, both, parents and preschool teachers rated higher the interpersonal strengths and family involvement of girls than boys, while no significant differences were found in the assessment of intrapersonal and affective strengths.

The aim of this research was to explore gender differences in musical taste and the mediating role of functions of music between gender and musical taste. The research included 740 Croatian and Slovenian students. The results confirmed the existence of gender differences in both musical taste and functions of music. Females preferred the Reflective-Complex musical style, while males showed greater preferences towards Intense-Rebellious style of music. There was no significant gender difference in preferring Traditional and Contemporary Ethno or Energetic and Rhythmic musical style. With regard to the functions of music, there were no significant differences between males and females in identity/culture and background and focus/concentration functions of music. Males assessed political attitudes as a more important function of music than females, while females assessed all other functions of music higher than males did. A complete mediation effect of functions of music was established for gender and Reflective-Complex and Slo-Yugo Pop musical style., Cilj istraživanja bio je istražiti spolne razlike u glazbenom ukusu i posredujuću ulogu funkcija glazbe između spola i glazbenoga ukusa. Istraživanje je provedeno na 740 studenata iz Hrvatske i Slovenije. Rezultati potvrđuju postojanje razlika između muškaraca i žena i u glazbenom ukusu i u funkcijama glazbe. Žene više preferiraju refleksivno-kompleksni glazbeni stil, a muškarci intenzivno- -buntovni stil. Nije uočena značajna razlika u preferencijama tradicionalno-suvremenog etnostila ni energično-ritmičnoga glazbenog stila. Što se tiče funkcija glazbe, nema značajne razlike između muškaraca i žena u funkcijama koje se odnose na identitet / kulturu, pozadinsku funkciju glazbe i funkciju glazbe u svrhu usmjeravanja fokusa / koncentracije. Muškarci, za razliku od žena, značajnijom procjenjuju funkciju glazbe za izražavanje političkih stavova, dok žene procjenjuju sve ostale funkcije glazbe značajnijima nego muškarci. Potpuni posredujući efekt funkcija glazbe ustanovljen je za spol i refleksivno-kompleksni te slo-jugo pop glazbeni stil.

The aim of the study conducted on 205 class teachers was to explore the extent to which they care about their pupil's artistic expression, how much they know about art therapy and it's potential for young learners, especially when working with abused children and children with developmental disabilities, and their willingness to seek additional knowledge about art therapy. The research results showed no significant difference in art therapy knowledge and its implementation when working with young children according to teachers' age, work experience or education. Still, the assessment of their own knowledge about art therapy and its potential did differ according to age and level of education. Z raziskavo, ki smo jo izvedli na 205 učiteljih razrednega pouka, smo želeli preveriti, v kolikšni meri učitelji skrbijo za likovno izražanje svojih učencev, koliko vedo o likovni terapiji in njenih potencialih za mlade učence, zlasti ko delajo z zlorabljenimi otroki in otroki z ravojnimi motnjami, ter koliko so pripravljeni poiskati dodatne informacije o likovni terapiji. Rezultati raziskave niso pokazali značilnih razlik v poznavanju likovne terapije in njene uporabe pri delu z mladimi otroki glede na starost učiteljev, delovno dobo ali izobrazbo. Glede na starost in stopnjo izobrazbe pa so se razlikovale njihove ocene lastnega védenja o likovni terapiji in njenih potencialih

Although modern societies are characterized by a constant decrease in marriage rates and an increase in divorce rates, individuals today still hold positive attitudes towards marriage and parenthood, and aim to nurture a marital union themselves in their adult age. Nevertheless, individuals differ with respect to the degree in which they deliberately plan and strive to achieve such intimate unions. In addition, individuals differ with respect to the quality of their initial expectations towards future marriage, as well as their attitudes towards the possibility of a divorce. In explaining such individual differences, previous studies have emphasized the importance of primary family structure and experiences. Expanding these findings, the present study explored the influence of individuals’ satisfaction with primary family relations, as well as personal psychological needs, on their intimacy goals, marriage expectations and attitudes towards divorce. The obtained results indicate the need for relatedness as the only significant predictor of intimacy goals. While the intimacy goal and the need for autonomy were identified as significant predictors of marriage idealization tendencies, the number of siblings, the need for autonomy, and marriage idealization tendencies were identified as significant predictors of attitudes towards divorce. These results confirm the importance of basic psychological needs in defining our relationships goals, as well as our attitudes and expectations towards future marriage and divorce.

Cilj ovoga rada bio je istražiti ulogu razredno-nastavnoga ozračja i osjećaja sigurnosti u školi u procjeni doživljenoga nasilja. Sudjelovalo je 567 učenika od 4. do 8. razreda osnovne škole, a primijenjeni su sljedeći instrumenti: adaptirana Skala razrednoga ozračja (Wasilewski, Gifford i Bonneau, 2008.), Upitnik osjećaja sigurnosti u školi te Skala učestalosti doživljavanja nasilnoga ponašanja u školi. Rezultati istraživanja pokazali su da učenici najčešće doživljavaju ogovaranje, vikanje i vrijeđanje od strane vršnjaka, dok su najrjeđe izloženi elektroničkom nasilju i čupanju. Učenici, u odnosu na učenice, izvještavaju o većoj učestalosti doživljavanja nasilnih ponašanja te značajno nižim, u odnosu na učenice, procjenjuju osjećaj sigurnosti u školi. S druge strane, nisu utvrđene spolne razlike u procjeni elemenata kvalitete razrednoga ozračja. Analiza dobnih razlika pokazala je da procjene svih elemenata razrednoga ozračja i sigurnost u školi opadaju s dobi, odnosno najniže su vrijednosti ovih varijabli utvrđene kod najstarijih učenika. Hijerarhijska regresijska analiza pokazala je da su, pored spola, značajni prediktori doživljenoga nasilja osjećaj sigurnosti u školi te kvaliteta interakcija među učenicima kao element razrednoga ozračja. Rezultati istraživanja mogu se interpretirati u kontekstu postojećih spoznaja o vršnjačkom nasilju s posebnim naglaskom na zaštitnu ulogu pozitivnoga razrednoga ozračja i nekih značajki školske klime, posebice sigurnosti u školi i spremnosti svih unutarnjih dionika škole da sudjeluju u prevenciji nasilnih ponašanja.

The research explores the quality of life of professional musicians in Split County, Croatia, specifically objective aspects (socio-economic parameters) and life satisfaction.

As a measure of social policy, basic income represents monthly benefit unconditionally delivered by the state to all members of the society on individual basis, with the aim to secure provision of basic egsistential needs. Although the idea of basic income has long history, the concept recently became more important, particularly in the EU countries, with attempts of civic initiatives to raise the issue within the agenda of European Commission. Having in mind the lack of research in this area, particularly research on citizens’ attitudes towards basic income and possibitlites to introduce it as a measure of social policy, the research was implemented with aim to explore some socio-demographic determinants of attitudes towards basic income and motivation for work. The pilot research was conducted in 2014 over sample of 247 respondents using Questionnaire of attitudes towards basic income and Questionnaire on socio-demographic features of respondents. The research results indicated relatively positive attitudes of respondents towards basic income, while at the same time the possibilities to introduce such a measure was estimated in less positive manner. In regard to the work motivation, majority of respondents expressed their willingness to continue to work even in the situation in which basic income would be introduced.

Pojam obožavatelja i njihovih grupa nije jednostavan predmet analize i istraživanja. Nužno ga je smjestiti u društveni i kulturni kontekst kako bi se adekvatno shvatile i proučile njegove karakteristike, kako pojedinaca tako i grupa obožavatelja sa svim njihovim načelima, aktivnostima i uobičajenim ponašanjima. U ovom je radu predstavljeno istraživanje nekih značajki obožavatelja instrumentalnog dua 2CELLOS, provedeno na uzorku od 188 sudionika iz cijeloga svijeta. Primijenjena je online inačica anketnog upitnika, koji se sastojao od pitanja zatvorenog tipa kojima su se prikupili podaci o relevantnim sociodemografskim obilježjima sudionika, te skraćene verzije skale za ispitivanje važnosti životnih ciljeva. Rezultati su pokazali kako skupina obožavatelja nije homogena prema svojim sociodemografskim obilježjima, iako većinu čine žene mlađe životne dobi, višeg stupnja obrazovanja, heteroseksualne orijentacije, bez jasnih političkih afiniteta, s nekim oblikom glazbenog obrazovanja i iskustva. Što se tiče važnosti životnih ciljeva, sudionici su najvažnijima procijenili ciljeve intimnosti i postignuća.

Cilj ovog istraživanja bio je ispitati ulogu razredno-nastavnog ozračja, operacionaliziranog kroz varijable zadovoljstvo školom, povjerenje u nastavnike, interakcija učenik - nastavnik te osamljenost u školi, u objašnjenju individualnih razlika u ciljnim orijentacijama učenika. Osim navedenog, istraživanjem se htjelo provjeriti i postoje li razlike u procjeni ozračja te ciljnih orijentacija između učenika i učenica šestih i osmih razreda osnovne škole. U istraživanju je sudjelovalo 417 učenika i učenica, a primijenjeni su upitnici i skale samoprocjene za ispitivanje razredno-nastavnog ozračja te Inventar školske motivacije. Rezultati su potvrdili neke poznate spolne razlike u ciljnim orijentacijama, pri čemu su učenice više usmjerene na znanje i socijalne odnose, a učenici na izvedbu te ekstrinzične ciljeve. Mlađi su učenici u odnosu na starije iskazali veću usmjerenost na znanje i socijalne odnose, dok u ostalim ciljnim orijentacijama nisu utvrđene dobne razlike. Procjene razredno-nastavnog ozračja pokazale su da su učenice zadovoljnije školom te većim procjenjuju povjerenje u nastavnike od učenika. Svi aspekti razredno-nastavnog ozračja značajno su pozitivno povezani s usmjerenošću na znanje i socijalne odnose, a regresijske analize upućuju na različitu ulogu pojedinih aspekata nastavnog ozračja za različite ciljne orijentacije., The aim of this study was to investigate the role of the classroom environment, namely the satisfaction with school, trust in teachers, positive teacher – student interaction and loneliness in school, in explaining individual differences in students' goal orientations. In addition, the study aimed to determine gender and age differences in the perception of classroom environment and goal orientations. The sample comprised 417 students in the sixth and the eighth grades of elementary school. They completed the questionnaires for assessing their perception of several aspects of classroom environment and the Inventory of school motivation. Results confirmed some well established gender differences in goal orientations, showing that girls achieve higher scores on mastery and social relations goals, whereas boys score higher on ego-goals and extrinsic goals. Sixth graders scored higher on social relations and mastery than did the eighth graders. Female students were more satisfied with school and showed a greater trust in teachers. All of the aspects of classroom environment were positively related with goal orientations, while the regression analyses revealed some specific relations between aspects of classroom environment and certain goal orientations.

Cilj ovog rada bio je istražiti postoje li razlike u likovnom izražavanju između kronično/akutno oboljele i zdrave djece. U istraživanje se krenulo od pretpostavke da će se oboljela djeca služiti tamnijim tonovima i zauzimati manji prostor na crtežu. Uzimajući u obzir negativne posljedice bolesti, pokušalo se ispitati izražavaju li djeca crtežom tugu, strah i zabrinutost zbog bolesti. Metoda: U istraživanju je sudjelovalo 22-je kronično i akutno bolesne djece na Pedijatrijskom odjelu i 102-je zdravih učenika Osnovne škole Stobreč, od kojih su za analizu odabrana 22 crteža. Učenici razredne nastave crtali su slobodan crtež i crtež obitelji. Rezultati: Rezultati istraživanja nisu potvrdili postavljene hipoteze: ne postoji značajna razlika u uporabi tamnih tonova i prostora na crtežima između dviju skupina djece. Analizom i usporedbom crteža došlo se i do drugih rezultata, iako se nisu pokazale statistički značajne razlike: zdrava i oboljela djeca biraju različite teme crteža, bolesna djeca manje rabe boje, sva oboljela djeca crtaju oba roditelja, više bolesne djece crta ostale članove obitelji, veći broj zdrave djece na crtežu obitelju crta motive sunca, neba i trave. Zaključci: Rezultati istraživanja su pokazali da ne postoje značajne razlike između crteža zdrave i akutno/kronično bolesne djece koja se nalaze na liječenju u bolnici. Obje skupine djece na sličan se način služe prostorom za crtanje te upotrebljavaju slične boje. Može se zaključiti da kronično/akutno oboljela djeca nisu u svom likovnom izražavanju iskazala više negativnih emocija ili poteškoća u samopoimanju u odnosu na zdravu djecu. Zbog ograničenja ovoga istraživanja koja se, između ostaloga,odnose na veličinu uzorka, slične bi pretpostavke valjalo provjeriti na većem uzorku radi dobivanja boljeg uvida u značajke crteža kronično i akutno oboljele djece. Takvi bi podatci mogli poslužiti za osmišljavanje ciljanih programa osnaživanja i potpore djeci oboljeloj od kroničnih i akutnih bolesti., The aim of the study was to analyze the possible diff erences in visual art expression between children with chronic/acute diseases and healthy children. Study hypothesis was that sick children would probably use darker shades and occupy less space in the drawing. Considering the unfavorable consequences of the disease, the aim was to assess whether children would express their sadness, fear and anxiety about their disease through drawings. The study included 22 children suff ering from chronic or acute diseases and hospitalized at Department of Pediatrics, and 102 healthy children from the Stobreč Elementary School, of which 22 drawings were chosen. The children were asked to make a drawing by their own choice and a family drawing during a homeroom class. Study results did not confi rm the preset hypothesis, i.e. there was no signifi cant diff erence in using dark shades and space in drawings between the two groups of children. Other results obtained by analysis and comparison of children’s drawings did not show any statistically signifi cant diff erences either; both healthy and sick children chose various subjects in their drawings; colors were less used by sick children; all sick children drew both parents; more sick children drew other family members; and more healthy children drew the motifs of sun, sky and grass on their family drawings. Accordingly, study results indicated that there were no signifi cant diff erences between the drawings made by healthy children and those hospitalized for chronic/acute diseases. Both groups of children used the space off ered for drawing in a similar way and used similar colors. In conclusion, the children with chronic/acute diseases did not express more negative emotions or diffi culties in self-perception in their visual art expression as compared with healthy children. Considering some study limitations such as sample size, other relevant hypotheses should be tested on a larger sample in order to get better insight into the characteristics of drawings made by children suff ering from chronic and acute diseases. Such data could be helpful in designing targeted programs of encouragement and support provided for children with chronic and acute diseases.

This chapter is conceptualized in terms of managerial behaviour in non-profit/public environments, which is often characterized by the socially constructed notion of organizational efficiency. This entails that the favourable external stakeholders' interpretations of the principals' activities should be ensured and associated with the usage of practices, perceived as ‘contemporary' and ‘efficient'. There is no clear answer to the research question, if principals in EU, as managers of public/non-profit schools, adapt their behaviour in a similar manner. The empirical research is based on a survey of school principals, conducted in Croatian primary schools, as a first step toward developing a measure of school principals' communication and co-operation practices, demonstrating their orientation toward both internal and external stakeholders in the school environment.

Cilj je ovog rada bio istražiti odnos između prepoznavanja emocija u glazbi i rezultata na standardnim mjerama emocionalne kompetentnosti. U istraživanju je sudjelovalo 329 studenata, koji su najprije ispunili Upitnik emocionalne kompetentnosti (Takšić, 2002.), a zatim i Upitnik za procjenu glazbenih ulomaka tijekom slušanja šest ulomaka klasične glazbe različita emocionalnog ugođaja. Zadatak sudionika bio je navesti dominantnu emociju koju su prepoznali u glazbenom ulomku te označiti je li im glazbeni ulomak poznat otprije. Rezultati su pokazali da poznatost glazbenih ulomaka uglavnom nije utjecala na prepoznavanje emocija u glazbi, a sudionici su s najvećom točnosti prepoznali emociju sreće, zatim tuge, a s najmanjom točnosti emociju straha. Potvrđena je i glavna pretpostavka istraživanja o odnosu prepoznavanja emocija u glazbi i rezultata na Upitniku emocionalne kompetentnosti, pri čemu je utvrđeno da sudionici koji su iskazali veću točnost prepoznavanja emocija u glazbi postižu i više rezultate na Upitniku emocionalne kompetentnosti, posebno na podskali sposobnosti razumijevanja i uočavanja emocija, gdje je utvrđena značajna razlika u prepoznavanju svih triju osnovnih emocija iz glazbe. Značajne su korelacije dobivene između rezultata svih podskala Upitnika emocionalne kompetentnosti i sposobnosti prepoznavanja emocija u glazbi, osim povezanosti između sposobnosti upravljanja i regulacije emocija i sposobnosti prepoznavanja tuge u glazbi.

Hrvatsko društvo karakteriziraju promjene koje su se odrazile na percepciju i praksu bračnih i obiteljskih odnosa u smislu napuštanja patrijarhalnoga modela braka i obitelji (Nikodem, 2010.), što se dijelom ogleda i u rastućoj stopi razvoda braka. Ipak, istraživanja pokazuju da obitelj i dalje predstavlja najvažniju vrijednost u europskom i hrvatskom kontekstu, te je najvažniji socijalizacijski čimbenik u formiranju vrijednosnoga sustava pojedinca. U kontekstu unutarobiteljskoga modela prijenosa vrijednosti (Goodnow, 1992.), za očekivati je da na razini obitelji postoji sličnost u vrijednosnim prioritetima i stavovima. Pa ipak, u nekim istraživanjima nije potvrđena ova pretpostavka (Josefowicz i sur., 1994.). Stoga se ovim istraživanjem željelo ispitati postoje li, s jedne strane, generacijske razlike u vrijednostima i stavovima prema razvodu, te, s druge strane, postoji li unutarobiteljska kongruentnost s obzirom na iste varijable. Budući da je vrijednosti moguće razmatrati i kao uzroke stavova te ponašanja pojedinaca, jedan od ciljeva ovoga istraživanja bio je ispitati determiniraju li životne vrijednosti stavove prema razvodu braka. U istraživanju je sudjelovalo 306 sudionica, odnosno 153 para majki i njihovih kćeri starije adolescentne i postadolescentne dobi. Primijenjena je skraćena verzija inventara životnih vrijednosti (Crace i Brown, 1996.), te skala stavova prema razvodu braka (Kinnard i Gerard, 1986.). Rezultati istraživanja su ukazali na značajno pozitivniji stav prema razvodu braka te na značajno veće vrednovanje intime kao životne vrijednosti u skupini kćeri u odnosu na skupinu majki. Na unutarobiteljskoj razini potvrđena je značajna povezanost u vrijednosnim prioritetima i stavu prema razvodu braka. U obje skupine sudionica duhovnost kao životna vrijednost pokazala se prediktivnom za stav prema razvodu, dok ostale vrijednosti uglavnom nisu relevantne za stav prema razvodu braka.

Cilj ovoga rada je istražiti učestalost doživljavanja nekih oblika nasilnih ponašanja od školskih vršnjaka s obzirom na dob i spol te ispitati povezanost između učestalosti doživljavanja nasilja, školskog uspjeha te nekih elemenata razrednog ozračja. U istraživanje se krenulo od pretpostavke da učenici češće nego učenice doživljavaju nasilno ponašanje te da je verbalno nasilje najčešći oblik doživljenog nasilja. Sudjelovalo je ukupno 400 sudionika, 195 učenika i 205 učenica viših razreda OŠ, a primijenjen je instrument kojim su prikupljeni opći podatci, podatci o učestalosti doživljavanja nasilja te podatci o osjetljivosti na nasilje u razrednom kontekstu. Rezultati su uglavnom potvrdili polazne hipoteze. Pokazalo se da učenici češće nego učenice doživljavaju nasilna ponašanja, da su verbalni oblici nasilja najčešći, da je učestalost doživljenog nasilja procijenjena najvišom u završnom razredu osnovne škole te da postoji značajna povezanost između doživljenog nasilnog ponašanja, uspjeha u školi i osjetljivosti na nasilje u razrednom ozračju. Rezultati su interpretirani u kontekstu postojećih spoznaja o vršnjačkom nasilju te su naglašene implikacije za školski rad., The aim of this study was to investigate the frequency of experienced peer violent behaviours of different forms in terms of age and gender. Furthermore, study aimed at examining the association between the frequency of experienced violence, school achievement, and certain elements of classroom climate. It was hypothesised that boys, more often than girls, experience violent behaviours and that the most common form of bullying is verbal. A total of 400 participants, 195 boys and 205 girls, grades 5th-8th took part in the study. Several instruments were applied: General data questionnaire, Frequency of experienced violent behaviour scale and Sensitivity to violence in the classroom context scale. Results largely confirmed the initial hypothesis. It turned out that boys more often than girls experience violent behaviours; that verbal forms of bullying are the most frequent, that experienced bullying is most frequent in 8th grade, and that there is a significant correlation between experienced violent behaviour, academic achievement and sensitivity to violence in the classroom. The results were interpreted in the context of existing models of peer violence with the emphasis on implications for school work.

The acronym STEM (Science, Technology, Engineering and Mathematics) was formulated by the American National Science Foundation to demarcate the general trend of diminished interest of students for careers in science, technology, engineering, mathematics and related fields, and to encourage these careers among students. In Croatian scientific nomenclature and research tradition, the acronym STEM would indicate the fields of natural and technical sciences as well as some of their interdisciplinary aspects. The STEM problem is a relatively new and socially very relevant research area in Europe, especially in the Republic of Croatia. The issue of young people’s STEM related educational achievement and career aspirations is important because it provokes further research, educational, social and technology related issues and implications. The interest of European youth for these vocations is declining since 1990s. Researchers, national governments and authorities like EU operate with exact figures which clearly demonstrate a shortage of STEM graduates and a decline in the number of STEM experts. This paper aims to further explain some theoretically driven research question. We intend to consider the level of Croatian primary school students’ self-competence beliefs related to STEM school subjects, where beliefs related to mathematics performance are especially important. Self-competence beliefs represent “children's cognitive representations of how good they are at a given activity” (Freiberger, Steinmayr, & Spinath, 2012, p. 518). They encompass information important for one’s identity and information important for one’s performance. Information about one’s efficacy, or academic self-efficacy beliefs (ASE) represent individuals' convictions that they can successfully perform given academic tasks at designated levels (Bandura, 1997 ; Schunk, 1991). They refer to students' perceptions of their ability to master given tasks or develop specific competences (Bong, 2001) or judgments that reflect task-specific performance expectations (Zimmerman, 2000). On the other hand, self-evaluations of specific abilities or qualities are sometimes termed as domain-specific self-concepts, or more broadly as an academic self-concept (ASC) (Marsh 1990, Marsh, Byrne, & Shavelson, 1988 ; Marsh and O' Mara, 2008 ; Schavelson, Hubner, & Stanton, 1976). These constructs have sometimes been used interchangeably despite their conceptual and operational differences (Bong & Skaalvik, 2003). Both facets of self-competence beliefs are important in relation to general academic, mathematical, and verbal domains of school achievement (e.g., Van Dinther, Dochy, & Segers, 2011). The development of the relation between school performance and self-competence beliefs in the STEM field is still not clear, both regarding its structure and causal relations. Several general models developed in the field of school achievement can serve as a starting point in delineating these relations in the STEM field (Byrne, 1984 ; Calsyn & Kenny, 1977 ; Skaalvik & Hagtvet, 1990 ; Valentine & DeBois, 2005): the skill- development model assumes that achievement affects self- competence beliefs ; the self- enhancing model assumes that self-competence beliefs affect achievement ; the reciprocal effects model suggests that achievement and self-competence beliefs affect each other ; and some models assume that external variables affect both achievement and self-competence beliefs. The main objectives of the present paper are to examine the level of self- competence beliefs in STEM school subjects and to explore the relationship between self- competence beliefs and school achievement in STEM school subjects, especially achievement in mathematics. We expected that differences exist in the structure of this relation in groups of students with differing levels of interest for the STEM school subjects. Methods: The data for this paper arise from the JOBSTEM project (www.jobstem.eu), which is a comprehensive longitudinal-sequential (cross- sequential) research project with experimental STEM intervention intended to increase the interest of primary school students for STEM school subjects, help them develop positive attitudes towards STEM, and give them more information about possible future STEM educational and career choices. A total of 1920 primary school students and their parents/guardians from 16 primary schools participate in the study. Students are grouped in three age cohorts, which are followed longitudinally through three measurement waves. Additionally, we also used data from the JOBSTEM pilot study. In that sample there were 360 primary school students (195 boys and 165 girls), attending grades 6 to 8 (age 12 to 15 ; M=13.3 years). The main objective of the pilot- study was to examine some aspects of feasibility of the JOBSTEM research project. As in the operationalization of some of the basic research constructs in the pilot-study the procedure adapted from the UK ASPIRES research project (Archer, et al., 2013) was followed, the data from the pilot-study provide possibilities for some comparisons. We used several research constructs to answer the research questions: (1) Self-competence beliefs related to science, mathematics and STEM school subjects were assessed with a scale consisting of eight items (e.g. “I am just not good at school science”). The internal consistency of the formed composite was good (Cronbach alpha 0.87). Taking into account the content and valence of each item, two subscales were formed as indicators of Positive and Negative STEM self-concepts in STEM school subjects. ; (2) School experiences with STEM school subjects were operationalized through six items (e.g. “I get good marks in science”). The internal consistency of the composite was good (Cronbach alpha 0.81). ; (3) School achievement in STEM school subjects was measured by school marks. In the Croatian school system and school curriculum the STEM area is covered by the following school subjects, depending on the grade: mathematics, nature and society, biology, chemistry, physics, ICT, technical education and geography. Conclusions: Students in general had a fairly positive STEM self- concept. They agreed with the opinion that they will be successful in STEM school subjects if they work hard, felt that they are successful in STEM school subjects, that they don't have problems understanding STEM school lessons. Although the students held positive attitudes, their actual achievement indicated a somewhat different picture. Students are generally less successful in STEM school subjects compared to both their overall GPA, and their marks form non-STEM school subjects. The comparison of school achievement in STEM subjects of students who have a positive STEM self-concept and those who have a negative STEM self-concept yields interesting results. Croatian primary school students with a positive STEM self-concept are significantly more successful in all the school subjects than students with a negative STEM self-concept (ANOVA results: F= 45.8 for Mathematics ; F=28.6 for Biology ; F=44.6 for Chemistry ; F=11.6 for Physics ; F= 12.7 for Computer science ; F=31.9 for Technical culture ; all calculated test are significant at p=0.05). Such an outcome is expected and it is in accordance with the findings that students with well-defined self- competence beliefs in a particular school subject or area also have higher success and show better performance in the corresponding subject. Univariate comparison results indicated that girls are more successful than boys in all the STEM school subjects. This is in line with some our recent findings which show that in primary school girls generally outperform boys (Burusic and Seric, 2015). Multivariate comparisons of boys and girls who hold different STEM self- concepts (positive vs. negative) did not show any statistically significant differences. Neither the effect of gender nor the effect of STEM self-concept was statistically significant, and there were no statistically significant interaction effects of these factors on the school achievement in STEM school subjects.

Through adoption of the democratic system in the 1980s and the 1990s,the countries of South-East Europe began decentralizing their school systems and introduced the school board as the governing body which, in co-operation with the principal, is responsible for the functioning of the school. In most countries of the region, the role of school boards has not been defined with sufficient clarity and, although school boards are responsible for the management and development of schools, their role is in practice frequently unclear, and they are often ineffective. Consequently, aiming to improve their quality of work, better defining their roles and enhancing the competencies of school board members are imperative, both in the professional and pedagogical field, and in the decision-making processes.

In the context of self-determination theory it is possible to distinguish several qualitatively different aspects of motivation that have an impact on academic achievement, self-efficacy assessment and satisfaction. Starting with the assumption that intrinsic motivation is crucial for the quality of formal education of prospective teachers, the aim of this study was to examine various aspects of academic motivation of future preschool teachers, primary school teachers, and secondary school teachers. The study included 566 students who filled out the Academic Motivation Scale (Vallerand et al., 1992) which measures seven different aspects of motivation according to the self-determination continuum (Gagne & Deci, 2005). By means of exploratory factor analysis five factors that correspond to intrinsic motivation, introjected regulation, identified regulation, external regulation, and amotivation were extracted. Participants, in general, achieved the highest score on the scale of extrinsic identified regulation, while the lowest score was obtained, as expected, on the amotivation scale. Analysis of the intrinsic motivation results showed significantly higher values at the graduate level compared to the undergraduate level, while the opposite pattern was observed for external motivation. For other types of motivation there were no significant differences with regard to the study level. Key words: academic motivation; initial teacher education; self-determination --- Sažetak U kontekstu teorije samoodređenja moguce je razlikovati nekoliko kvalitativno razlicitih aspekata motivacije i regulacije ponasanja koji imaju ucinka na akademsko postignuce, procjenu samoefikasnosti i zadovoljstva pojedinca. Polazeci od pretpostavke da je za kvalitetu inicijalnog obrazovanja odgojitelja i nastavnika kljucna intrinzicna motivacija, odnosno autonomna regulacija ponasanja, cilj ovog istraživanja bio je ispitati razlicite aspekte akademske motivacije kod studenata odgojiteljskog, uciteljskog i nastavnickog usmjerenja, kao i studenata pedagogije. U istraživanju je sudjelovalo 566 studenata, a primijenjena je Skala akademske motivacije (Vallerand i sur., 1992) kojom se mjeri sedam razlicitih aspekata motivacije u skladu s kontinuumom samoodređenja (Gagne i Deci, 2005). Eksploratornom faktorskom analizom metodom glavnih komponenata uz varimax rotaciju dobiveno je rjesenje od pet faktora koji odgovaraju intrinzicnoj motivaciji, introjiciranoj, identificiranoj i eksternalnoj ekstrinzicnoj motivaciji i amotivaciji. Na cijelom uzorku sudionika najvisi rezultat postignut je na skali ekstrinzicne identificirane regulacije, a najniži je rezultat ocekivano utvrđen na skali amotivacije. Analiza rezultata intrinzicne motivacije pokazala je znacajno vece vrijednosti na diplomskoj razini u odnosu na preddiplomsku, a kod eksternalne regulacije utvrđeno je suprotno. Kod ostalih oblika motivacije nisu utvrđene znacajne razlike s obzirom na razinu studija. Kljucne rijeci: akademska motivacija; nastavnicki studij; samoodređenje; uciteljski studij; studij pedagogije; studij predskolskog odgoja

The aim of this research was to investigate the relationship between musical and visual art preferences, and the role of personality traits in predicting preferences for different musical styles and visual art motives. Participants were asked to fill out the following instruments: Questionnaire of music preferences, Questionnaire of visual art preferences, Questionnaire for personality traits International Personality Item Pool [IPIP]; the Arnett Inventory of Sensation Seeking. Results showed that most participants preferred popular and classical music, and landscape motives, while they showed the lowest preferences for heavy metal music and paintings that represented motives of violence and cultures of the world. With regard to the relationship between music and visual art preferences, classical music preferences were positively related to preferences for all visual art motives, while preferences for jazz and world music were positively related to visual art preferences of all motives except religious. Heavy metal music preferences were related to preferences for all motives except landscapes, and popular music preferences were positively associated with religious motives and landscapes. The results of this study suggest a relatively modest contribution of personality traits in explaining music and visual art preferences, although traits for intellect, sensation seeking, and agreeableness were shown to be significant predictors in many instances.

Odavno je prepoznato da školsko postignuće učenika nije određeno samo kognitivnim sposobnostima, već i njihovom motivacijom, ciljevima i percipiranom samoefikasnošću. Stoga je u ovom istraživanju ispitana povezanost akademske samoefikasnosti, školskog postignuća i četiriju ciljnih orijentacija srednjoškolaca. Dobiveni rezultati pokazuju značajan učinak dobi na prosječne ocjene učenika kao i značajan učinak spola na postignuće u hrvatskom jeziku, prosječni opći školski uspjeh, samoefikasnost i tri ciljne orijentacije (znanje, izvedba i socijalni odnosi). Nadalje, dobiveni rezultati pokazuju visoku povezanost između samoefikasnosti i usmjerenosti na znanje, a samoefikasnost se pokazala najvažnijim prediktorom školskog postignuća u svim istraženim područjima., It has long been recognized that students’ school performance is determined not only by their cognitive abilities, but even more importantly by their motivation, achievement goals and perceived self-efficacy. The present study explored the relationship between academic self-efficacy, school achievement and four achievement goals of high-school students. The obtained results indicated a significant effect of age on students’ grade point average as well as significant effects of gender on students’ performance in the Croatian language, their grade point average, self-efficacy and three achievement goals (mastery, performance and social relations). Furthermore, the obtained results indicated a high correlation between self-efficacy and mastery goal orientation, while self-efficacy was once again identified as the most important predictor of school performance in all researched areas.