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Interest in the motivation for the choice of the teaching profession has been growing in the last few decades. Although the literature recognizes the importance of exploring non-academic factors that affect the quality of teaching and teachers’ well-being, studies exploring these factors within the context of the teaching career choice are rather underrepresented. The aim of this study was to explore the predictive value of personality traits, emotional competence, and life-satisfaction of prospective teachers in explaining prospective teachers’ motivation for the choice of the teaching profession. A total of 591 prospective teachers participated in this study. The data were analyzed by the hierarchical regression analyses, and the results indicated that almost all personality traits and the ability to regulate and manage emotions predicted the importance of intrinsic value and the social utility value of teaching, whereby neuroticism was a negative predictor of these motives. Also, life-satisfaction was predictive of the importance of both of these motives and the importance of the personal utility value of teaching.

Lifelong Learning Programme Comenius Project. This publication is a product of the project ‘RESCUR - Developing a Resilience Curriculum for Primary Schools in Europe’ www.rescur.eu, funded by the EU Commission Lifelong Learning Programme, RESCUR Surfing The Waves (Revised) is a resilience programme for early years and primary schools developed by six European universities, published in 10 languages and implemented in schools across Europe and other countries such as Australia, Russia and Turkey. The programme seeks to empower children at risk of early school leaving, absenteeism, disengagement, bullying, social exclusion and marginalisation through a universal intervention implemented within an inclusive context. Amongst its special features, it includes story telling based on two specially designed characters, mindfulness activities, ready-made activities and resources for the classroom teacher, interactive multisensory activities, take home activities, and teacher and self-assessment checklists for each theme. The 2022 revised edition of the programme includes a Revised Teachers Guide, two new story books with pictures, a Revised Parents Guide, and three revised manuals of activities and resources for Early Years, Early Primary Years and Late Primary Years respectively., peer-reviewed

Cilj je bio provjeriti razlikuju li se adolescenti različite dobi, pripadnici manjine i većine u razini etničkog identiteta, unutargrupne pristranosti (kao oblika etničke vezanosti) te konstruktivnoga i slijepoga patriotizma (kao oblika nacionalne vezanosti). Istraživanje je provedeno u četiri višeetnička konteksta u Hrvatskoj: hrvatsko-češkom, hrvatsko-mađarskom, hrvatsko- -srpskom i hrvatsko-talijanskom. Analiza je provedena na N = 924 učenika osnovne škole (šesti, sedmi i osmi razred) i srednje škole (drugi, treći i četvrti razred). Prosječna dob iznosila je M = 14,99, SD = 2,17 godina. Utvrđeno je kako mlađi sudionici iskazuju više razine etničkog identiteta i slijepoga patriotizma, a stariji konstruktivnoga patriotizma. Nije utvrđena dobna razlika u razini unutargrupne pristranosti. Pripadnici manjine iskazuju niže razine pristranosti, dok su pripadnici većine skloniji pristranosti u hrvatsko-srpskom i hrvatsko-mađarskom kontekstu. Nadalje, većina je spremnija iskazati konstruktivni patriotizam, ali i slijepi patriotizam., The aim of this study was to examine age differences of minority and majority adolescents regarding ethnic identity, in-group bias (as a form of ethnic attachment), and constructive and blind patriotism (as a form of national attachment). The study was conducted in four multi-ethnic contexts in Croatia: Croatian-Czech, Croatian-Hungarian, Croatian-Serbian and Croatian-Italian. The results of N = 924 students of primary (sixth, seventh and eighth grade) and secondary (second, third and fourth grade) schools were analysed. The average age was M = 14.99, SD = 2.17 years. Younger pupils express higher levels of ethnic identity and blind patriotism, whereas constructive patriotism was more expressed in older students. There were no age differences in in-group bias. Minority pupils exhibit lower levels of bias, while majority members are more prone to bias in the Croatian-Serbian and Croatian- -Hungarian contexts. Furthermore, majority pupils are more willing to express constructive, but also blind patriotism.

U ovom je radu ispitan odnos preferencija modela obrazovanja nacionalnih manjina i stavova prema multikulturalizmu i asimilacionizmu u četiri višeetničke zajednice u Hrvatskoj. Sudjelovalo je 1568 učenika od 11 do 19 godina, pripadnika hrvatske većine, i četiri nacionalne manjine, koje se školuju po tzv. obrazovnom modelu A, odnosno pohađaju cjelokupnu nastavu na manjinskom jeziku i pismu (Česi, Mađari, Srbi i Talijani), te 2000 njihovih roditelja. Ovo je prvi rad koji opisuje neka sociodemografska obilježja učenika u A modelu manjinske nastave, kao i neke aspekte njihove jezične kompetencije u hrvatskome i manjinskim jezicima, upotrebu jezika u obitelji te namjere nastavka školovanja u Hrvatskoj, odnosno u zemlji podrijetla. Rezultati pokazuju da su preferencije manjinskih obrazovnih modela donekle povezane sa stavovima prema multikulturalizmu i asimilacionizmu, ali i to da su grupni status (manjina ili većina), te višeetnički kontekst u kojem je istraživanje provedeno, važne odrednice ovih stavova., In this study we examined the relationship between the preference of minority educational models and attitudes towards multiculturalism and assimilationism in four multiethnic communities in Croatia. A sample of 1568 students, aged 11 to 19, members of the Croatian majority and four national minorities (Czechs, Hungarians, Serbs and Italians) enrolled in model A of minority education (all classes are taught in the minority language), and 2000 of their parents participated in the research. Additionally, this is the first paper describing the major socio-demographic characteristics of students in minority education model A, as well as aspects of their language competence in Croatian and minority languages, the use of language in their families and their intentions to continue education in Croatia as opposed to their country of origin. The results have shown that the preferences of minority education models are slightly related to attitudes towards multiculturalism and assimilationism, but also that group status (minority or majority) and the multiethnic context the study has been conducted in are important determinants of attitudes towards multiculturalism and assimilationism.

Educational process within the school context creates formal as well as informal environment in which pupils interact and shape their experiences of everyday school life, and ethnic diverse contexts provide more opportunities for pupils to explore and reflect on ethnicity and ethnic group membership in various situations. Previous studies indicated that ethnic heterogeneity can account for differences in pupils’ perception of school climate. Additionally, pupils’ age can be another factor accounting for differences in school ethnic climate perception. The purpose of this study was to examine how primary and secondary school pupils perceive ethnicity-related aspects of climate in their schools (ethnicity-based conflicts in schools, cultural socialization and intergroup contact norms) in relation to the multi-ethnic context they live in and their majority/minority status. Results presented in this paper are part of a more comprehensive longitudinal study (funded by The Croatian Science Foundation) on integration processes of minority and minority children and youth in multi-ethnic contexts in Croatia. A total of 1568 pupils participated in the study (846 pupils who attend education in majority language i.e. Croatian language, and 722 pupils who attend education in their respective minority language – Czech, Italian, Hungarian and Serbian). Results generally revealed differences between pupils’ perception of school ethnic climate depending on context, majority/minority status and school level, including interactions between these factors. In general, results indicate that pupils from the most tense Croatian-Serbian context perceive higher level of ethnicity-based conflicts in schools compared to pupils from other contexts. On the other hand, pupils from the most peaceful Croatian-Czech context generally perceive school norms regarding intergroup contact more positive compared to their peers from other multi-ethnic contexts. Elementary school pupils estimate their cultural socialization and competence in school generally higher and also perceive more positive intergroup contact norms in schools. Further, minority pupils from Croatian-Italian context perceive higher level of ethnicity-based conflicts in primary than in secondary schools. Pupils in Croatian-Czech context perceive the same level of cultural socialization regardless of school level, while in all other contexts ratings of primary school pupils tend to be higher compared to those of secondary school pupils. Finally, pupils from secondary schools in Croatian-Serbian context and Croatian-Hungarian context perceive intergroup contact norms in schools less positive compared to elementary school pupils in the same contexts. Obtained differences could imply possible variations in dynamics of intergroup school processes within specific multi-ethnic contexts. Additionally, the effects of the school level on the school ethnic climate can reflect potential developmental differences in ethnic identity exploration of pupils in primary and secondary schools.

Socio-emocionalne kompetencije su sklop vještina koje omogućuju osobi da prepozna vlastite emocije i njima upravlja, uvažava perspektivu drugih, ostvaruje dobre međuljudske odnose i odgovorno donosi odluke (Jennings, 2011). Dobro razvijene socio-emocionalne kompetencije nastavnika/ca važne su za njihovu osobnu dobrobit i nošenje sa stresom, kao i za dobrobit njihovih učenika/ca (Jennings i Greenberg, 2009). Istraživanja također ukazuju na povezanost ovih vještina s manjom sklonošću rasnim predrasudama (Pashak i sur., 2018 ; Todd, 2011), dok je njihova važnost u objašnjenju rodnih predrasuda i stereotipa još neistražena. Stoga smo željele istražiti ulogu socio-emocionalnih kompetencija budućih nastavnika/ca u objašnjenju njihovih rodnih stereotipa o nastavničkoj profesiji, pritom kontrolirajući doprinos roda i rodnih uloga. U istraživanju je sudjelovalo 279 budućih nastavnika/ca predmetne nastave koji studiraju na različitim fakultetima u Zagrebu. Instrumenti koji su primijenjeni su Skala rodnih stereotipa o nastavničkoj profesiji (Maskalan i Jugović, 2018), Upitnik osobnih karakteristika (Spence i sur., 1975), Upitnik emocionalnih vještina i kompetentnosti – UEK-15 (Takšić, 2002), subskale Empatične brige i Perspektive iz Indeksa interpersonalne reaktivnosti (Davis, 1980) te Inventar interpersonalnih komunikacijskih vještina (Armstrong, 1981). Hijerarhijska regresijska analiza za objašnjenje rodnih stereotipa prema nastavničkoj profesiji provedena je s tri bloka prediktora: 1. rod, 2. rodne uloge, 3. socio-emocionalne kompetencije. Rod se pokazao značajnim prediktorom, pri čemu muškarci imaju izraženije rodne stereotipe od žena, dok rodne uloge nisu značajno doprinijele objašnjenju kriterija. U trećem koraku su bolje vještine slušanja i nošenja s emocionalnim interakcijama objasnile slabiju sklonost rodnim stereotipima. Rezultati upućuju na potencijalnu važnost osnaživanja socio-emocionalnih kompetencija budućih nastavnika/ca u smanjivanju njihovih rodnih stereotipa.

U istraživanju su sudjelovali učenici i njihovi roditelji, pripadnici hrvatske većine u nastavi na hrvatskom jeziku, te češke, mađarske, srpske i talijanske nacionalne manjine u nastavi na njihovim materinskim jezicima (model A), u četiri višeetničke zajednice u Hrvatskoj. Pripadnici nacionalnih manjina, premda cjelokupnu nastavu pohađaju na manjinskom jeziku, uglavnom preferiraju manjinske obrazovne modele koji omogućuju veći stupanj kontakta s pripadnicima većine. Nastave na manjinskim jezicima, osim one na srpskom, nisu dominantno monoetnične, već ih, u različitom omjeru i ovisno o kontekstu, pohađaju i pripadnici drugih nacionalnosti, uključujući i pripadnike većine. Percepcija školske klime i različitih aspekata međuetničkih odnosa pripadnika većine i manjine je nešto negativnija u Vukovaru i okolici kao postkonfliktnom području, nego u svim drugim višeetničkim zajednicama. Škola je istaknuta kao ključan prostor socijalne integracije djece i mladih, posebno zato jer pruža mogućnost stvaranja (i) međuetničkih vršnjačkih prijateljstava i tako pridonosi izgradnji funkcionalne socijalne mreže.

U radu su prikazani rezultati istraživanja motivacije za odabir učiteljske i odgojiteljske profesije (iz perspektive FIT-Choice modela Richardsona i Watt) te pojedinih osobnih karakteristika koje su relevantne za navedene profesije, a to su osobine ličnosti i emocionalna kompetentnost. Navedeni konstrukti analizirani su s obzirom na vrstu studija, odnosno buduću profesiju koju su studenti odabrali (učiteljska ili odgojiteljska profesija). U istraživanju je sudjelovalo ukupno 355 studenata/ica Učiteljskog fakulteta u Zagrebu, od čega je 248 budućih učitelja/ica, a 107 budućih odgojitelja/ica. Kada je riječ o motivaciji za odabir profesije, općenito se može uočiti da studenti/ce oba studija navode da su za odabir profesije najviše bili motivirani mogućnošću rada s djecom, osobnom vrijednošću poučavanja te mogućnošću djelovanja na budućnost djece. S druge strane, u nešto manjoj mjeri izjavjuju da su bili motivirani društvenim statusom odabrane profesije, plaćom, vremenom za obitelj ili nemogućnošću upisa drugog studija. Usporedba rezultata s obzirom na vrstu studija pokazala je da budući odgojitelji/ce procjenjuju da je sigurnost njihovog zaposlenja veća, a ujedno procjenjuju i da im njihova buduća profesija omogućuje veću mobilnost nego što to smatraju budući učitelji/ce. Nadalje, studenti učiteljskih studija navode da su njihova prijašnja iskustva s vlastitim učiteljima pozitivnija nego što to navode studenti odgojiteljskog studija za vlastite odgojitelje u vrtiću. Kada je riječ o uvjerenjima o profesiji, budući odgojitelji/ce u značajno većoj mjeri procjenjuju da je status njihove profesije u društvu bolji, iskazuju veće zadovoljstvo primjanjima, a ujedno procjenjuju i da njihova buduća profesija zatijeva nešto višu razinu stručnosti, ali i da je zahtjevnija. Prosječne samoprocjene studenata/ica i na dimenzijama ličnosti i na dimenzijama emocionalne kompetentnosti su (bez obzira na studij), općenito govoreći, relativno visoke, što se s obzirom na odabrane profesije moglo i očekivati. Nadalje, usporedba samoprocjena osobina ličnosti i emocionalne kompetentnosti pokazala je da je prosječna procjena budućih odgojitelja/ca na dimenziji Ugodnosti značajno viša nego prosječna procjena budućih učitelja/ica dok na ostalim dimenzijama nema značajne razlike. Također, samoprocjene emocionalne kompetentnosti budućih odgojitelja/ica su značajno više nego procjene budućih učitelja/ica na sve tri ispitane dimenzije, dakle budući odgojitelji/ce vlastite sposobnosti uočavanja i razumijevanja emocija, izražavanja i imenovanja emocija te regulacije i upravljanja emocijama procjenjuju u prosjeku nešto višima.

Međugrupni kontakti i društvene norme važne su odrednice odnosa među pripadnicima različitih socijalnih grupa, no njihova su se istraživanja dosada uglavnom razvijala odvojeno. I dok je utjecaj općih društvenih normi na međugrupne odnose razmjerno dobro poznat, utjecaj unutargrupnih normi o međugrupnom kontaktu je istraživan vrlo rijetko. Međutim, upravo bi ta vrsta normi koja definira tipične i prihvatljive kontakte s pripadnicima vanjske grupe, mogla biti posebno važna odrednica odnosa između različitih oblika kontakta i međugrupnih ishoda. Cilj ovog istraživanja je bio ispitati predviđaju li percipirane vršnjačke, obiteljske i školske norme o kontaktu pozitivne (prosocijalno ponašanje prema članovima vanjske grupe) i negativne međugrupne ishode (unutargrupnu pristranost) te provjeriti posreduju li različite vrste normi učinke izravnog i proširenog međugrupnog kontakta na međugrupne ishode. Istraživanje je provedeno na uzorku od 1204 učenika osnovnih i srednjih škola u dobi od 11 do 18 godina, pripadnika većine te srpske, mađarske, češke i talijanske nacionalne manjine iz četiri višeetničke zajednice u Republici Hrvatskoj. Analize traga za pokazatelje pozitivnih i negativnih međugrupnih ishoda pokazale su da pozitivne vršnjačke norme o kontaktu predviđaju manju pristranost prema vlastitoj grupi, a pozitivne školske norme veću sklonost prosocijalnom ponašanju prema pripadnicima vanjske grupe. No, pozitivne obiteljske norme predviđaju i oba navedena kriterija. Provjera medijatorskog utjecaja normi pokazala je da su vršnjačke i obiteljske norme medijatori odnosa i proširenog i izravnog kontakta te unutargrupne pristranosti. Obiteljske i školske norme posreduju odnos izravnog kontakta i prosocijalnog ponašanja, dok je odnos proširenog kontakta i prosocijalnog ponašanja posredovan samo obiteljskim normama. Ovi rezultati tako upućuju na mogućnost da različite vrste normi o kontaktu imaju različite efekte i uloge za pozitivne i negativne međugrupne ishode. U izlaganju će se raspraviti teorijske i praktične implikacije dobivenih rezultata.

Drawing from Social Identity Theory perspective we acknowledge ethnic identity as an important mechanism for preserving and enhancing one’s self-worth in majority and minority youth in multiethnic context. However, what are the major influences in building up and maintaining ethnic identity in complex multicultural settings and how youth navigate these multiple influences is less known. Therefore we have started a long-term mixed-method research program aimed to help answering how majority and minority youth develop, maintain and negotiate their (complex) identities in ethnically mixed settings. A unique context of the study in Croatia where minority youth (Czechs, Hungarians, Italians and Serbs) practice minority education in their mother tongue apart from majority Croats allows us to examine complex challenges of lived experiences and meaning-making processes of ethnic identity formation and maintenance of both majority and minority youth in their every-day settings. We present results from a series of focus groups, with majority (11 focus groups, N=66) and minority youth (15 focus groups, N=94) of age 11- 18 years. In-depth conversations explored how the youth understood and defined their ethnic identity and in-group belonging and how they perceive major influences of family and school in building and maintaining their ethnicity. Thematic analysis of conversation transcripts revealed complexities and multiplicity of identities, especially among minority youth. While family influences were uniformly acknowledged, the role of school was more complex and more depended on majority-minority relations context. We discuss implications of family and school socialization in shaping identity issues and intergroup relations in ethnically mixed settings.

Social norms in general and interethnic contact norms in particular, have an important role in majority/minority relations. In-group norms about contact with the out-group describe and prescribe typical and appropriate intergroup interactions for in-group members and thus determine how, when and why intergroup contact take place. Since norms are context-specific regulators of behavior, the content of these norms is likely to vary across ethnic groups, in different multiethnic contexts, and with different reference groups. The aim of this qualitative study was to explore the content of social norms regarding interethnic contact among majority Croats and four minorities that practice minority education in Croatia: Czechs, Hungarians, Italians and Serbs. In a series of focus groups with majority (15 focus groups) and minority (11 focus groups) youth of age 11-18 years we examined how participants in four majority/minority contexts perceive their in- group norms (parental, peer and school norms) about interethnic contact. The thematic analysis revealed that the perception of contact norms is rather congruent between majority and minority youth in all research contexts, although there are certain contextual differences in the content of these norms. In post-conflict settings of the city of Vukovar youth perceive widespread ethnic separation and lack of support for positive majority/minority interactions and friendships, especially in their school environment. In other, more harmonious, contexts ethnicity during contact is generally irrelevant ; contact norms are predominantly positive and inclusive. However, even in harmonious contexts the norms may vary depending on the nature of the contact with the outgroup (e.g. in romantic relationships). The results will be discussed by highlighting dynamics of different sources of normative influences in determining a make-up of ingroup-outgroup contacts and networks among majority and minority youth

Kurikul je nastao u sklopu LLP Comenius projekta RESCUR – Razvoj Europskog kurikuluma za razvoj otpornosti djece predškolske i osnovnoškolske dobi (2012.-2015.). Cilj projekta bio je razvoj Europskog kurikuluma otpornosti za djecu predškolske i osnovnoškolske dobi putem međukulturalne i međunarodne suradnje. Projekt je realiziran uz koordinaciju Sveučilišta u Malti, a u njemu su sudjelovali i: Sveučilište na Kreti (Grčka), Sveučilište u Lisabonu (Portugal), Sveučilište u Orebru (Švedska), Sveučilište u Paviji (Italija) i Sveučilište u Zagrebu (Hrvatska). Radi se o kurikulumu koji znatno pridonosi realizaciji Nacionalnog kurikuluma ranog i predškolskog odgoja i obrazovanja, ali i budućem nacionalnom kurikulumu osnovnoškolskog odgoja i obrazovanja. Razvijen je na temelju trenutačnih društvenih, ekonomskih i tehnoloških potreba i izazova suvremenog djetinjstva i roditeljstva te nastoji kod djece razviti kompetencije potrebne za svladavanje takvih izazova, kako bi ona kao mladi građani Europe mogla ostvarivati akademske uspjehe te društvenu i emocionalnu dobrobit. Ovaj je priručnik jedan od ukupno 5 priručnika nastalih u sklopu projekta, a uključuje niz aktivnosti koje učitelji(ce) mogu provoditi u razredu s djecom mlađe osnovnoškolske dobi. Aktivnosti su organizirane u šest tematskih cjelina - razvoj komunikacijskih vještina, uspostavljanje i održavanje zdravih odnosa, razvoj pozitivnog mišljenja, razvoj samoodređenja, izgradnja osobne snage te pretvaranje izazova u prilike. Svaka tematska cjelina započinje sa sažetim teorijskim uvodom te se nastavlja s aktivnostima organiziranima u dvije sadržajno povezane podteme. Svaka aktivnost predstavljena je kroz ciljeve i ishode učenja, potreban pribor i opis tijeka aktivnosti, a završava s prijedlogom povezane aktivnosti koju djeca mogu napraviti kod kuće s članovima obitelji. U priručnik su uključeni i predlošci radnih listića, a na kraju svake teme priložen je i evaluacijski listić za učitelje te listić za djetetovu samoprocjenu.

There are four multi-ethnic regions in Croatia, in which ethnic minorities practice schooling in their own mother tongues. They are Czech minority in Daruvar and surroundings, Hungarian minority in Osijek and Baranja, Serbian minority in Vukovar and surroundings, and Italian minority in Istria. Each of these regions in also inhabited with Croats who attend classes on Croatian language. Taking into account that schools have central role in transmitting values of a society and forming the identity of youth, for multi- ethnic societies it is very important how and to what extent schools promote multiculturalism and contribute to formation and preservation of youth’s ethnic identity. The role of school physical environment in which interaction of minority and majority take place, as the aspect of school’s climate that contributes to the formation of ethnic identity and attitude towards multiculturality, is still under-investigated topic. It would be important to explore whether schools by their physical environments promote tolerance and multiculturality as desirable values in Croatian society or send a message of ethnic closeness/tightness and monoculture. The aim of this study was to investigate how school’s physical environment via ethnic symbols communicates multicultural values and reflects minority/majority relations in each region. Using the systematic observation of the school physical space we gathered data on representation of minority and majority ethnic symbols in 21 schools in four multi-ethnic regions in Croatia. Two independent assessors coded symbols into categories with very high agreement, and differences were analysed in representation of specific category of ethnic symbols in the school space depend on the specific region. Results show that the representation of ethnic symbols in schools differs depending on the region and reflects the very nature of intergroup relation in the specific intergroup context. Thus, ethnic symbols are more represented in Vukovar, a post- conflict context, than in other multi-ethnic regions in Croatia where intergroup relations are more harmonious. Furthermore, analysis of the categories of specific symbols showed that regional symbols are most represented in Istria where they emphasize similarities and common identity of the two ethnic groups. On the other hand, symbols of the Homeland war as well as religious symbols are the most represented in Vukovar where they point to the differences between minority and majority ethnic group. Altogether in all regions national and ethnic identities and multiculturality are promoted in schools’ physical environment by emphasizing symbols referring to national cultural heritage and famous members of minority ethnic groups.

Parental behaviour can be influenced by various factors related to characteristics of the child, the parent and the context. It can be assumed that combination of child’s temperament and quality of mother’s adult attachment to the own mother can, to a certain extent, contribute to explaining parental behaviours. Therefore, the aim of this study was to examine whether mother’s perception of child’s temperamental dimensions and mother’s adult attachment to the own mother can predict mother’s parental behaviour. 203 mothers of preschool-aged children participated in this study. EAS Temperament Questionnaire (Buss & Plomin, 1984) was used to examine mother’s perception of child’s temperament in terms of child’s emotionality, activity and sociability. Mother’s adult attachment to the own mother was assessed by Modified Experiences in Close Relationship Inventory (Kamenov & Jelić, 2003) measuring anxiety and avoidance in relationship with their own mother. Parental behaviour was assessed by Parental Behaviour Questionnaire (Keresteš, Brković, Kuterovac Jagodić & Greblo, 2012). Results indicated that perception of a higher level of child’s emotionality as well as a higher level of anxiety in attachment to own mother contribute to lower parental support. Further, perception of a higher level of child’s emotionality also contributes to a higher level of mother’s restrictive control. Finally, mothers whose adult attachment to the own mother is characterized by a higher level of anxiety are more likely to be permissive to their own child. Results obtained in this study are in line with some previous studies implying that the perception of child’s temperamental dimensions and adult attachment to the own mother can predict mother’s parental behaviour.

In multicultural settings where ethnic minorities practice their right to mother tongue education, schools represent the key mechanism for preserving and enhancing ethnic identities of majority and minority youth. However, physical environment in which majority/minority interactions take place is under-investigated topic. A unique context of the study in Croatia where minority youth (Czechs, Hungarians, Italians and Serbs) attend separate minority schools in their respective languages and majority (Croats) go to schools in Croatian language allows us to explore whether school environment plays a role in promoting multiculturality. Using systematic observation of school physical space, we analysed ethnic symbols of majority and minority ethnic groups present in 21 schools. Additionally, in a series of 26 focus groups with majority and minority children of age 11-18 years we explored whether and how children perceive ethnic symbols in their schools and how this shapes their identity and intergroup attitudes. Results of systematic observation suggest that representation of ethnic symbols in schools vary depending on the settings, ranging from moderately represented in harmonious intergroup settings to highly represented in post-conflict intergroup setting. Categorisation of ethnic symbols showed that the most represented category includes symbols of majority's cultural heritage followed by representatives (famous contemporary or historic figures) of minority ethnic group. In a post-conflict intergroup setting, we found extensive representation of symbols related to recent conflict, whereas in the most harmonious intergroup settings regional symbols prevail. Results of focus groups confirm that schools’ physical environment reflects school climate regarding intergroup relations and promotion of multiculturalism

Socijalnointegracijska uloga škole u Hrvatskoj nije ni često ni cjelovito istraživana tema, premda je škola temeljni socijalnointegracijski resurs i osnovni kohezivni element društva. Ta je uloga škole posebno istaknuta u višeetničkim zajednicama. Kontekst obrazovanja nacionalnih manjina jedinstveno je socijalizacijsko okruženje koje treba zadovoljiti dvije temeljne funkcije: 1. obrazovati, odnosno omogućiti usvajanje znanja i vještina koje će pojedincu osigurati mjesto u obrazovnoj vertikali i na tržištu rada te, 2. odgajati građanina, odnosno omogućiti usvajanje društvenih normi i vrijednosti koje vladaju u zajednici, kao i društveno prihvaćenih ideoloških i kulturalnih obrazaca, te na taj način oblikovati aktivnoga građanina i osigurati društvenu reprodukciju. U višeetničkim zajednicama multikulturnost je socijalna činjenica, koja će, ovisno o čestini, vrsti i prirodi socijalnih interakcija, oblikovati zajednice kao više ili manje integrirane. Stoga je cilj ovoga okruglog stola okupiti aktere manjinskog obrazovanja po modelu A u Republici Hrvatskoj i raspraviti prakse i izazove s kojima se susreću u suvremenom obrazovnom i širem socijalnom kontekstu. Pod obrazovnom multikulturnošću podrazumijevamo nastojanja i prakse obrazovnih programa i školske sredine da ponude i prenesu znanja, vrijednosti i druge informacije o različitim etničkim grupama, narodima i kulturama koje učenici sreću u svojim socijalnim sredinama, ali i izvan njih, i tako osiguraju integracijski potencijal društva. Na okruglom stolu će biti raspravljeno nekoliko tema: Kako se višeetničnost zajednice preslikava u školskom prostoru? Na koje načine škola pomaže u oblikovanju etničkog i nacionalnog identiteta djece, pripadnika nacionalnih manjina u Hrvatskoj? Kako djeca balansiraju između jezika koji (obično) govore kod kuće i u školi i jezika šire zajednice? Koje su obrazovne i druge prednosti obrazovanja djece, pripadnika manjina, na materinjem jeziku i kako se one manifestiraju u socijalnoj sredini u kojoj dijete živi. Na koje integracijske teškoće i/ili izazove u sredinama u kojima žive nailaze djeca, pripadnici manjina, koji se školuju na materinjem jeziku i kako na njih odgovaraju. Sudionici okruglog stola bit će stručni suradnici i/ili ravnatelji škola u kojima se nastava odvija po modelu A za četiri autohtone nacionalne manjine u Hrvatskoj (češkoj, mađarskoj, srpskoj i talijanskoj), koji će govoriti o praksama u svojim zajednicama, te razmijeniti iskustva zajedničkih elemenata i posebnosti obrazovanja manjina u četiri različita većinsko-manjinska obrazovna i socijalna konteksta. Usporedit će se iskustva i prakse četiri hrvatske nacionalne manjine, te raspraviti sličnosti i razlike s ciljem predlaganja najboljih rješenja za poticanje čuvanja etničkih posebnosti, ali i integracijske uloge škole u višeetničkim zajednicama.

The concepts of national identity and homeland can be more complex in ethnic minority then in majority and the context of majority/minority interactions may be the key factor in shaping their identities. In multiethnic states the minority rights practices often determine complexities of minority/majority relations. Hence, minority education certainly creates a specific context for minority/majority relations. This is the case in Croatia where ethnic minorities may practice the right on their mother tongue education. The aim of this study was to explore national identity and a concept of homeland among majority Croats and four minorities that practice minority education in Croatia: Checks, Hungarians, Italians and Serbs. In a series of focus groups with majority (15 focus groups) and minority children (11 focus groups) of age 11-18 years we explored how children understand and define their ethnic and national identity and the concept of a homeland. We were also interested in how schools and larger communities contribute in children’s understanding of these concepts. The thematic analysis revealed that the concept of homeland largely depends on the context of the majority/minority relations. Specifically, while in some (more tense) contexts minority children recognized the country of their (parents’) origin as their homeland, or the homeland is understood more as a home region rather than a country as a whole, in other (more harmonious) contexts majority and minority children share their notion of the (common) homeland. The complexities of the findings will be discussed by revealing and exploring contextual differences in minority/majority relations

Kurikul je nastao u sklopu LLP Comenius projekta RESCUR – Razvoj Europskog kurikuluma za razvoj otpornosti djece predškolske i osnovnoškolske dobi (2012.-2015.). Cilj projekta bio je razvoj Europskog kurikuluma otpornosti za djecu predškolske i osnovnoškolske dobi putem međukulturalne i međunarodne suradnje. Projekt je realiziran uz koordinaciju Sveučilišta u Malti, a u njemu su sudjelovali i: Sveučilište na Kreti (Grčka), Sveučilište u Lisabonu (Portugal) , Sveučilište u Orebru (Švedska), Sveučilište u Paviji (Italija) i Sveučilište u Zagrebu (Hrvatska). Radi se o kurikulumu koji znatno pridonosi realizaciji Nacionalnog kurikuluma ranog i predškolskog odgoja i obrazovanja, ali i budućem nacionalnom kurikulumu osnovnoškolskog odgoja i obrazovanja. Razvijen je na temelju trenutačnih društvenih, ekonomskih i tehnoloških potreba i izazova suvremenog djetinjstva i roditeljstva te nastoji kod djece razviti kompetencije potrebne za svladavanje takvih izazova, kako bi ona kao mladi građani Europe mogla ostvarivati akademske uspjehe te društvenu i emocionalnu dobrobit. Ovaj je priručnik jedan od ukupno 5 priručnika nastalih u sklopu projekta. Praktični vodič za učitelje i odgojitelje bavi se time kako provoditi kurikul u razredu ili odgojnoj grupi. U njemu su opisani ciljevi, teorijski okvir i struktura kurikula, glavne teme obuhvaćene kurikulom, polazišta kurikula, procjena te provedba i evaluacija kurikula. Također sadži poglavlje o stvaranju razrednoga i školslog, odnosno grupnoga i vrićkoga ozračja kojima se otvrđuje i pojačava aspekt poučavanja o otpornosti te poglavlje o razvoju otpornosti i dobrobiti zaposlenih u školi i vrtiću koja je posljedica rada na razvoju otpornosti.

This book is based on a European Project, RESCUR, financed by the EU LLP Comenius Programme, together with the six Universities taking part in the project, namely the University of Malta (coordinator), University of Crete, Greece, University of Lisbon, Portugal, University of Pavia, Italy, Orebro University, Sweden, and the University of Zagreb, Croatia. The Maltese version of this book is also available in this section., RESCUR Surfing The Waves is a resilience programme for early years and primary schools in Europe developed by six European universities The curriculum seeks to empower vulnerable children at risk of early school leaving, absenteeism, disengagement, bullying, social exclusion and marginalisation through a universal, whole school approach. Amongst its special features, it includes story telling making use of two specially created animal characters, mindfulness activities at the beginning of each session, ready made activities and resources for the classroom teacher, interactive multisensory activities, learners portfolio, take home activities, teacher and self assessment checklists for each theme and subtheme, finger and cloth puppets, theme posters, and activity sheets. The activities are experiential, spiral, developmental, inclusive and make use of the SAFE approach. The programme consists of a Teachers Guide, a Parents Guide, and three manuals of activities and resources for Early Years, Early Primary Years and Late Primary Years respectively. It is available in hard and soft copies and available in English and six other languages (Croatian, Greek, Italian, Maltese, Portugese and Swedish). The Maltese version of this book is also available in this section., peer-reviewed

This colloquium discusses the development of a resilience curriculum for early years and elementary schools in Europe being developed by six European partners as part of an EU funded project (RESCUR). The curriculum is developed on the basis of the current social, economic and technological needs and challenges of the partners involved, and seeks to develop in learners the requisite competences needed to overcome such challenges in their lives to achieve academic success and social and emotional well-being as young citizens in EU. It takes a developmental, inclusive and culturally-responsive perspective, with activities reflecting the diversity of learners, particularly vulnerable children coming from disadvantaged backgrounds. The key competencies promoted in the curriculum include developing a growth mindset, developing and making use of one's strengths in learning and social activities, developing self determination, including problem solving, decision making and self-efficacy, developing effective communication skills, building and sustaining healthy relationships, and overcoming and dealing with challenges and obstacles, such as bullying, loss, failure and rejection. The first part of the colloquium defines educational resilience in terms of academic, social and emotional growth in the face of life challenges, followed by the conceptual framework underpinning the curriculum and the content areas, illustrating how these may be implemented in actual practice by the classroom teacher through multi-level activities. In the second part, each partner country presents the results of a pilot project in a number of schools which implemented one theme each of the curriculum. It closes with the implications of the pilot project for the final version of the curriculum.

Kurikul je nastao u sklopu LLP Comenius projekta RESCUR – Razvoj Europskog kurikuluma za razvoj otpornosti djece predškolske i osnovnoškolske dobi (2012.-2015.). Cilj projekta bio je razvoj Europskog kurikuluma otpornosti za djecu predškolske i osnovnoškolske dobi putem međukulturalne i međunarodne suradnje. Projekt je realiziran uz koordinaciju Sveučilišta u Malti, a u njemu su sudjelovali i: Sveučilište na Kreti (Grčka), Sveučilište u Lisabonu (Portugal) , Sveučilište u Orebru (Švedska), Sveučilište u Paviji (Italija) i Sveučilište u Zagrebu (Hrvatska). Radi se o kurikulumu koji znatno pridonosi realizaciji Nacionalnog kurikuluma ranog i predškolskog odgoja i obrazovanja, ali i budućem nacionalnom kurikulumu osnovnoškolskog odgoja i obrazovanja. Razvijen je na temelju trenutačnih društvenih, ekonomskih i tehnoloških potreba i izazova suvremenog djetinjstva i roditeljstva te nastoji kod djece razviti kompetencije potrebne za svladavanje takvih izazova, kako bi ona kao mladi građani Europe mogla ostvarivati akademske uspjehe te društvenu i emocionalnu dobrobit. Ovaj je priručnik jedan od ukupno 5 priručnika nastalih u sklopu projekta. Ovaj priručnik upoznaje roditelje s RESCUR kurikulom i mogućim načinima na koje oni mogu doprinjeti razvoju vještina otpornosti o kojima djeca uče u vrtiću ili školi. Namjera mu je osvijestiti kod roditelja njihovu ulogu u izgradnji otpornosti svoje djece kroz šest glavnih područja koja su obuhvaćana kurikulom te ih potaknuti da preuzmu aktivniju ulogu.

Kurikul je nastao u sklopu LLP Comenius projekta RESCUR – Razvoj Europskog kurikuluma za razvoj otpornosti djece predškolske i osnovnoškolske dobi (2012.-2015.). Cilj projekta bio je razvoj Europskog kurikuluma otpornosti za djecu predškolske i osnovnoškolske dobi putem međukulturalne i međunarodne suradnje. Projekt je realiziran uz koordinaciju Sveučilišta u Malti, a u njemu su sudjelovali i: Sveučilište na Kreti (Grčka), Sveučilište u Lisabonu (Portugal), Sveučilište u Orebru (Švedska), Sveučilište u Paviji (Italija) i Sveučilište u Zagrebu (Hrvatska). Radi se o kurikulumu koji znatno pridonosi realizaciji Nacionalnog kurikuluma ranog i predškolskog odgoja i obrazovanja, ali i budućem nacionalnom kurikulumu osnovnoškolskog odgoja i obrazovanja. Razvijen je na temelju trenutačnih društvenih, ekonomskih i tehnoloških potreba i izazova suvremenog djetinjstva i roditeljstva te nastoji kod djece razviti kompetencije potrebne za svladavanje takvih izazova, kako bi ona kao mladi građani Europe mogla ostvarivati akademske uspjehe te društvenu i emocionalnu dobrobit. Ovaj priručnik namijenjen je odgojitelji(ca)ma za rad s djecom predškolske dobi.

The number of studies on resilience is rapidly growing, and so is the interest in their implications aiming at fostering resilience of all children ; not only those at risk. Many of these studies focus on protective factors that increase the probability of positive developmental outcomes. Protective factors can be recognized at all environmental levels, and the crucial level is family. More specifically, parents are those who have a key role in building children’s resilience through parental practices and behaviours. Another important environmental level for fostering resilience from an early age is kindergarten, particularly kindergarten teachers who can also be relevant protective factor during childhood. Most studies linking parental behaviour and resilience explore this relationship in childhood and adolescence. Additionally, studies on the resilience of kindergarten teachers are also lacking. Therefore, the aim of this study was to obtain insight into kindergarten teachers’ resilience and its relationship with the parental behaviour of their mothers and fathers. The results obtained indicate a rather high level of resilience among kindergarten teachers in general. The results also revealed that those who grew up with supportive parents are more resilient compared to those whose parents were restrictive.

Research in the field of resilience has significantly increased over the past 20 years which implies recognition of this concept’s importance both from theoretical and practical perspective. Although definitions of resilience can differ depending on theoretical and research perspective, each definition emphasises its desirableness in terms of individual’s characteristic (developmental outcome) and implies interactive nature of this concept. For the purposes of this study, we have defined resilience as an ability to maintain adaptive functioning and sustain (or recover) mental health despite of different life-adversities. Resilience is related to personal, biological and environmental factors. Those related to the family context are very important (especially in childhood), since attachment and close relationships play significant role in developing adaptive functioning and ability to successfully cope with adversities in childhood, adolescence and adulthood. Regarding the family context, parents have a crucial role in providing protective family environment and building children’s resilience, which is, consequently, a predictor of adult resilience. One of the important parental characteristics is their parental behaviour i.e. different aspects of interaction with child and the parenting style. Therefore, this study aims to explore the relationship between mothers’ and fathers’ parental support, restrictive control and permissiveness and adult resilience. Additionally, mothers’ and fathers’ overall and specific involvement in children-related activities in everyday family-life is also explored in the context of their relationship with resilience. This study has been conducted on the sample of 120 students of the Faculty of Teacher Education in Zagreb who have completed two instruments: The Resilience Scale for Adults (Friborg et al, 2005), a self-report inventory measuring five dimensions of adult resilience (personal strength, social competence, structured style, family cohesion and social resources) and Parental Behaviour Questionnaire (Keresteš et al, 2012) measuring seven aspects of parental behaviour of their parents (warmth, autonomy, knowledge, inductive reasoning, permissiveness, punishment, and intrusiveness. Mothers’ and fathers’ parental behaviour and involvement in children-related activities are discussed from the perspective of their relationship with specific dimensions of resilience.

This symposium is based on a collaborative project on the development of a resilience curriculum for kindergarten and primary schools in Europe by six European countries. The symposium will present a resilience framework curriculum developed collaboratively by the partners. Researchers from Croatia, Greece, Italy, Malta, Portugal and Sweden will make brief presentations of good practices in the promotion of resilience and social and emotional learning initiatives in their own respective countries, focusing on both universal interventions and interventions targeting specific groups or communities, with a particular focus on early and primary school years.

The study presents results on the relations between personality traits and motivation for teaching profession in Croatia defined by FIT-Choice theoretical framework (Watt & Richardson, 2006). Empirical evidence in the last two decades supports the notion that personality is significantly predictive of career choice variables such as vocational interests (Tokar, Fischer, & Subich, 1998). A number of studies in the field have explored relations between personality and vocational interests using two broad theoretical frameworks. One of them is the five-factor personality model, while the other is Holland’s model of vocational interests, with social interest type being typical for the teaching profession (Holland, 1997). The interpersonal orientation of the social interest type is congruent with two interpersonal dimensions of the five-factor model: extraversion and agreeableness. This theoretically meaningful congruence between personality and vocational interests has been supported by meta-analyses revealing moderate relations of social interests to extraversion, and modest relations to agreeableness (Barrick, Mount, & Gupta, 2003). However, research in the area of teacher professional development lacks studies that would relate basic personality dimensions to the aspects of motivation for the teaching profession. The aims of this study were to assess the relations between motivation for teaching and basic personality dimensions defined by the five-factor model. The sample in our study consisted of 374 first-year students of teacher education programs for classroom teachers in Croatia. We sampled the largest university in Zagreb, a middle-range university in Rijeka, and a small university in Zadar, in order to ensure the representativeness of the sample of Croatian student teachers. We administered Croatian version of the FIT - Choice scale to assess motivations for the choice of teaching professions, while personality was assessed with BFI personality inventory (John & Srivastava, 1999). To gain a more detailed understanding of the role personality traits play in motivation for a teaching profession, separate multiple regression analyses were conducted with the five personality traits as predictors and eight FIT-Choice factors as dependent variables. Personality dimensions provided a set of theoretically meaningful relations with the specific motivational factors determining the choice of teaching profession. In line with previous studies, personality traits better predicted intrinsic compared to extrinsic motivation. Two interpersonal dimensions, extraversion and agreeableness, were significant predictors of intrinsic career value, but also of satisfaction with the choice of teaching. Extraversion also predicted ability, whereas agreeableness had positive relations with social utility value motivations for teaching. In addition, conscientiousness was an important predictor for social utility value, intrinsic career value and perceived ability. The results of the present study have some practical implications. A finding that more extroverted, agreeable and conscientious individuals are likely to be more intrinsically motivated for teaching could be useful in vocational counselling. In addition, preservice teachers who have different personality traits have somewhat different motivations for becoming teachers and thus could differentially benefit from their preservice teacher education.

Istraživanja motivacije za odabir profesije učitelja posljednje su desetljeće sve brojnija, no sve donedavno nedostajala im je jasna teorijska podloga. Takav su okvir predložili Watt i Richardson (2007) u svom modelu odabira učiteljske profesije čiju teorijsku razradu temelje na konstruktima teorije očekivanja i vrijednosti Eccles i suradnika. Prema ovom modelu, ključne odrednice izbora učiteljske profesije su intrinzična, društvena i osobna utilitarna motivacija, percepcija vlastitih sposobnosti za poučavanje, prošla iskustva s učenjem i poučavanjem, percepcija zahtjevnosti ali i pogodnosti učiteljskog posla, zadovoljstvo odabirom ove profesije te odabir učiteljske profesije kao karijere drugog izbora. U ovom radu prikazane su relacije osobina ličnosti i akademskog samopoimanja s elementima motivacije za izbor karijere učitelja. Istraživanje je provedeno na učiteljskim fakultetima tri hrvatska sveučilišta, a u njemu su sudjelovala 374 studenta/ice prve godine. U istraživanju su primijenjeni BFI (John & Srivastava, 1999) koji procjenjuje pet faktora ličnosti, te skale akademskog, verbalnog i općeg samopoimanja, te samopoimanja u području rješavanja problema iz upitnika za mjerenje višedimezionalnog pojma o sebi SDQ III (Marsh & O'Neill, 1984). Motivacija za odabir karijere učitelja procijenjena je primjenom Upitnika faktora koji utječu na izbor učiteljske profesije koji se sastoji od tri dijela s ukupno 18 subskala. Rezultati su pokazali da dimenzije ličnosti i pojam o sebi značajno sudjeluju u objašnjenju varijance intrinzične i društvene motivacije za učiteljsko zanimanje, procjene vlastitih sposobnosti za karijeru učitelja, prethodnih iskustava s učenjem i poučavanjem te zadovoljstva izborom učiteljske profesije. Ugodnost se pokazala najbitnijom osobinom ličnosti, a akademski pojam o sebi najvažnijim elementom samopoimanja u predikciji varijance ispitanih aspekata motivacije za odabir karijere učitelja.

The study presents results founded upon the FIT-Choice scale validation and the relations between personality traits and motivation for teaching in Croatia. A sample of 374 first-year pre-service teachers from three universities participated in the study. Confirmatory factor analysis of the items comprising Croatian version of the FIT-Choice Scale provided support for the construct validity of this scale following the omission of six items with low factor loadings. Personality dimensions of the five-factor model provided a set of theoretically meaningful relations with the specific motivational factors determining the choice of teaching profession. In line with previous studies, our results showed that personality traits better predicted intrinsic motivation compared to extrinsic motivation. Two interpersonal dimensions, extraversion and agreeableness were significant predictors of intrinsic career value, but also of satisfaction with the choice of this profession. Extraversion also predicted ability, whereas agreeableness demonstrated positive relations with social utility value of teaching career.

Istraživanja pokazuju kako je podjednaka uključenosti oba roditelja u odgoj djeteta iznimno važna jer ima pozitivne učinke na sve aspekte djetetova razvoja, a novije teorije ističu i važnost dvojne privrženosti. Implicitne teorije odraslih o roditeljskim ulogama te općenito o ulogama oca i majke u obitelji oblikuju dječju sliku o ponašanjima karakterističnima za jednog odnosno drugog roditelja. Pri tom se, osim ideje o tome «što radi mama, a što tata», od najranijih dana razvija i poimanje rodnih uloga općenito. Ono je rezultat različitih okolinskih utjecaja, od kojih je obitelj svakako najvažniji. No značajan kontekst u djetinjstvu može biti i dječji vrtić odnosno odagajatelji/ce. Naime, opravdano je pretpostaviti kako način na koji odgajatelj/ice poimaju uloge majke i oca u dječjem razvoju (i u obitelji općenito) može utjecati na oblikovanje dječje percepcije tih uloga (što je u širem kontekstu povezano i s razvojem stereotipa o rodnim ulogama). Stoga je cilj ovog (preliminarnog) istraživanja bio provjeriti kako buduće odgajateljice percipiraju ulogu oca i majke u razvoju djeteta te smatraju li ih općenito ravnopravnim partnerima u obitelji. U istraživanju je sudjelovalo 96 studentica prve godine odgojiteljskog studija koje su odgovorile smatraju li uloge majke i oca jednako važnima te su opisale što je, po njihovom mišljenju, glavna uloga majke, a što oca. Sudionice su također trebale izraziti svoj stupanj slaganja s tvrdnjama na Upitniku stavova o jednakosti rodnih uloga kako bi se ispitalo imaju li tradicionalne ili egalitarne stavove o partnerskim ulogama u obitelji. Rezultati su pokazali kako većina sudionica smatra uloge majke i oca jednako bitnima. Nadalje, tematska analiza opisa tih uloga pokazala je kako se oni mogu svrstati u nekoliko kategorija. Kada je riječ o najvažnijim karakteristikama majčine i očeve uloge, sudionice u oba slučaja najčešće navode emocionalnu toplinu i bliskost. Sjedeće dvije najčešće karakteristike majčine uloge su njega djeteta te osiguravanje raznolikih poticaja za razvoj, dok je u slučaju očeva osiguravanje raznolikih poticaja za razvoj na drugom mjestu, a na trećem je «priprema za život». U opisima očevih uloga istaknule su se i dvije specifičnosti: podrška majci te ekonomska skrb o obitelji. Kada je riječ o partnerskim ulogama oca i majke u obitelji općenito, sudionice smatraju kako bi one trebale biti ravnopravne. Dobiveni rezultati ukazuju kako buduće odgajateljice prepoznaju važnost suradničkog roditeljstva te partnerske ravnopravnosti u obitelji što je ohrabrujući podatak iz perspektive mogućih utjecaja na razvoj dječje percepcije majčine i očeve uloge, ali i rodnih uloga općenito.

Teacher recruitment and retention has been recognized as one of the central problems of teacher policy worldwide (OECD, 2005). The issue of attracting and retaining teachers in the profession has focused the research interest on various issues related to the career choice. The area of teacher motivation has been increasingly attracting attention of the researchers and practitioners in teacher education from various European countries. The focus of this research has been particularly directed to the motivation of students preparing for teaching profession using a well established and internationally validated theoretical framework of expectancy-value theory of motivation (Eccles, 2005). The research was conducted as a part of the larger study on professional role development of student teachers during their pre-service education in Croatia. The focus of the project is the interplay of various motivational determinants of professional role development during in-service teacher training, such as personality factors, academic self-concept, motivation for learning, motivation for teaching, personal needs and efficacy beliefs. The aim of the present study has been to validate FIT Choice scale assessing various motivational factors influencing choice of teaching profession in student teachers (Watt & Richardson, 2007). Model that served as a basis for the development of this scale includes following aspects of motivation for teaching profession: socialization influences, self-perceptions of ability, perceptions of teaching profession, values of the teaching profession and motivation for the choice of teaching as fallback career. Socialization influences refer to prior experiences with teaching and learning and the role of friends, family and colleagues in individual’s choice of teaching profession. Self- perceptions refer to the perceived ability one has for teaching, while perceptions of teaching profession refer to the individual’s perceptions of teaching as an expert and demanding career and perceptions of the social status of the profession. Values refer to the intrinsic value of teaching as a career, value of the teaching career for personal goals such as having a secure job and time for family, as well as values of making social contribution as a teacher. The last construct refers to the choice of teaching as a fallback career when an individual was not sure about career choice or was not able to choose other career. The sample consisted of 188 students from teaching faculties at the two universities in Croatia. Several questionnaires were administered during their regular classes at the end of the first year of studies, including Croatian translation of the FIT-Choice scale (Watt & Richardson, 2007). The instrument was translated into Croatian using the back-translation procedure and several items were replaced with the more appropriate ones in agreement with the authors. The scale is comprised of three main sections. First section refers to the influences from important others and satisfaction with the choice of teaching as a career, next section contains items referring to the beliefs about teaching, while the third section refers to the main reasons for the choice of teaching profession. Participants gave their assessments on a 7-point Likert scale. Factor structure of the Croatian version of FIT-Choice scale provided a very good replication of the original factor structure of the subscales, given a relatively large number of factors underlying original scales and substantial differences in Croatian and Australian educational context, pre-service teacher education and status of teaching profession. Cronbach alpha reliabilities were high for the 15 subscales (Alpha >.739) while 5 subscales had somewhat lower but satisfactory reliabilities (Alphas between .617 and .670). The principal motives for career choice of our student teachers were the opportunity to work with children, social contribution, teaching as an expert career, perceived teaching ability while personal values as job security and time for family were perceived as less important. Intrinsic and altruistic motivational orientations of our student teachers are in line with the previous findings on student teachers in Europe (OECD, 2005 ; Hobson et al., 2009). Results provided a strong support for the construct validity of the scale and for the replicability of the model of influences on choice of teaching proposed by Richardson and Watt (2006) in the European context. The use of FIT-Choice scale in future research could provide valid and comparable results in international studies.

The research reported here is a part of the larger study on professional role development of student teachers during their pre-service education. The aim of the study was to explore the role of academic self-concept, basic psychological needs, motivation for teaching and self-efficacy for learning and performance as potential determinants of intrinsic motivation for learning in first-year student teachers. Results indicate that intrinsic motivation for learning significantly correlates with academic, verbal and problem-solving self-concept, self-efficacy for learning and performance, with needs for autonomy and relatedness and with identified and intrinsic motivation to teach. Regression analysis reveals that intrinsic motivation for learning was significantly predicted by academic self-concept, self-efficacy for learning and basic need for relatedness. Students who enrolled teacher studies as their first choice reported higher intrinsic motivation for learning and teaching compared to their peers who selected teaching as their second-choice career. In sum, our study reveals conceptually meaningful relations between various components of self-concept and motivation in student teachers that could influence both their academic success and future performance in teacher profession.

Niz teorija kognitivnog razvoja naglašava utjecaj ranog socijalnog konteksta na različite aspekte dječjeg razvoja. Cilj ovog istraživanja bio je ispitati utječe li specifični socijalni kontekst (jednoroditeljska obitelj ili život bez roditelja) na kognitivni razvoj djeteta te postoje li, u kognitivnom razvoju djeteta, spolne razlike u dječjim reakcijama na nedostatak jednog ili oba roditelja. Istraživanje smo proveli na djeci predškolske dobi, stare između 6 i 7 godina, ukupno 147 ispitanika. Izabrali smo tu dob da bismo što kompletnije obuhvatili kognitivni status djece: uz mjerenje inteligencije (test neverbalnog tipa i verbalni test), ispitali smo i spremnost za školu (poznavanje činjenica, percepciju, grafomotoriku i numeričko rezoniranje). Uzorak je podijeljen u tri kategorije: djeca koja žive s oba roditelja (od rođenja), djeca koja žive s jednim roditeljem (najmanje tri godine) te djeca koja žive bez roditelja - institucionalni smještaj. Rezultati dobiveni u ovom istraživanju upućuju na to kako djeca koja odrastaju u domovima postižu sustavno lošije rezultate na svim ispitanim mjerama kognitivnog statusa u usporedbi s djecom koja odrastaju s oba roditelja. Na pojedinim mjerama domska djeca također postižu lošije rezultate i od djece koja rastu s jednim roditeljem. Značajnih razlika između djece koja odrastaju s jednim i oba roditelja nema. Također se pokazalo da postoje spolne razlike u dječjim reakcijama na odrastanje bez roditelja. Može se uočiti trend sustavnog opadanja uratka djevojčica koje odrastaju u institucionalnom smještaju (kako u odnosu na dječake iz te kategorije, tako i u usporedbi s rezultatima djece iz druge dvije kategorije). Navedeni podatak trebalo bi uključiti u planiranje pomoći i pripremu za školu djece koja odrastaju bez roditelja.

Tijekom posljednjih dvadesetak godina petfaktorski je model ličnosti postao standardni način definiranja temeljnih dimenzija ličnosti u istraživačkoj praksi. Istodobno, u području pojma o sebi višedimenzionalni pristup je s vremenom pokazao brojne prednosti nad jednodimenzionalnim, globalnim mjerama samopoimanja. Oba su modela predmet vrlo intenzivnog interesa istraživača, a njihova teorijska određenja kao i mjesto u ukupnoj taksonomiji ličnosti upućuju na jasna preklapanja. Usprkos tome, empirijski podaci o njihovoj međusobnoj povezanosti još uvijek su vrlo oskudni (Marsh i sur, 2006). Naše je istraživanje imalo za cilj dovesti u vezu pet temeljnih dimenzija ličnosti i pojedine elemente pojma o sebi na uzorku od 125 studentica i studenata prve godine Učiteljskog fakulteta u Zagrebu. U istraživanju su primijenjeni BFI (John & Srivastava, 1999) koji procjenjuje pet faktora ličnosti, te aspekti akademskog, verbalnog i općeg samopoimanja, te samopoimanja u području rješavanja problema iz upitnika za mjerenje višedimezionalnog pojma o sebi SDQ III (Marsh & O'Neill, 1984). Korelacijska analiza upućuje na značajno preklapanje temeljne ličnosti i samopoimanja. Svih pet dimenzija ličnosti umjereno korelira s ispitivanim aspektima pojma o sebi, a neke od njih se pokazuju i značajnim prediktorima pojedinih aspekata samopoimanja u regresijskoj analizi. Ekstraverzija se pokazala značajnim prediktorom verbalnog samopoimanja i općeg samopoštovanja, ugodnost značajno predviđa akademsko samopoimanje, savjesnost je pozitivan prediktor akademskog samopoimanja, samopoimanja u području rješavanja problema te općeg samopoštovanja, a otvorenost verbalnog samopoimanja i samopoimanja u području rješavanja problema. Ovakvi rezultati upućuju na pretpostavku da su temeljne osobine ličnosti povezane s različitim akademskim varijablama. Moguće je da je ta povezanost posredovana upravo odnosom osobina ličnosti i samopoimanja, te bi obje domene ličnosti trebalo uključiti u daljnja istraživanja različitih akademskih ishoda.

The aim of this research was to examine the relationship between first-year teacher students’ conception of teaching as a student-oriented process, high-school grades and different types of motivation for the teaching profession. This research is conducted as a part of the larger project on professional development of student teachers during their pre-service education. The sample consisted of 125 first-year students enrolled at Teachers’ Faculty, University of Zagreb. A series of questionnaires were administered measuring various aspects of students’ approaches to learning and teaching. Factor analysis of the Motivation To Teach scale indicated three factors: intrinsic, identified and extrinsic motivation. Two-way ANOVA was conducted in order to examine whether students with different grades and with different level of student-oriented conception of teaching differ in their intrinsic, identified and extrinsic motivation to teach. Results indicate that students whose conception of teaching is more student-oriented also express higher level of intrinsic motivation to teach regardless of their high-school grades (F(1, 94)=4, 70 ; p=.033). Significant interaction between high-school grades and student-oriented conception of teaching (F(1, 94)=6, 46 ; p=.013) indicated that students with lower grades and less student-oriented conceptions of teaching express lower level of intrinsic motivation to teach.Results obtained in this study indicate the importance of student-oriented conception of teaching as a good basis for intrinsic motivation to teach. Consequently, we could recommend raising student conscientiousness about implicit role of their conceptions of teaching in their future profession and classroom activities.

The research reported here is a part of the larger study on professional role development of student teachers during their pre-service education. The aim of the study was to explore the role of academic self-concept, basic psychological needs, motivation for teaching and self-efficacy for learning and performance as potential determinants of intrinsic motivation for learning in first-year student teachers. Results indicate that intrinsic motivation for learning significantly correlates with academic, verbal and problem-solving self-concept, self-efficacy for learning and performance, with needs for autonomy and relatedness and with identified and intrinsic motivation to teach. Regression analysis reveals that intrinsic motivation for learning was significantly predicted by academic self-concept, self-efficacy for learning and basic need for relatedness. Students who enrolled teacher studies as their first choice reported higher intrinsic motivation for learning and teaching compared to their peers who selected teaching as their second-choice career. In sum, our study reveals conceptually meaningful relations between various components of self-concept and motivation in student teachers that could influence both their academic success and future performance in teacher profession.

Cilj istraživanja bio je utvrditi odrednice pristupa učenju i poučavanju u srednjoškolskom kontekstu te utvrditi odnos nastavničkog poučavanja i učeničkog učenja. S aspekta učenika ispitalo se mogu li se učenički pristupi učenju objasniti na temelju učeničkih koncepcija o učenju, učeničke sklonosti ka određenom načinu poučavanja te percepciji nekih karakteristika konteksta poučavanja (zanimljivost i zahtjevnost predmeta, jasnoća zahtjeva predmeta, nastavnički entuzijazam za predmet i nastavnički pristupi poučavanju). S aspekta nastavnika ispitalo se mogu li se nastavnički pristupi poučavanju objasniti na temelju nastavničkih koncepcija o poučavanju i učenju, te percepciji nekih karakteristika konteksta poučavanja (učenička sklonost kao određenom načinu poučavanja, entuzijazam za vlastiti predmet te percepcija poticajnosti nastavničkog poziva i školskog okruženja). Ispitivanje je provedeno na 573 učenika četvrtih razreda gimnazija te na 372 nastavnika iz istih škola. Rezultati regresijskih analiza pokazali su kako su prediktori površinskog pristupa učenju učenička sklonost ka poučavanju prijenosom informacija, te doživljaj predmeta zahtjevnim i nezanimljivim. Prediktori dubinskog pristupa su koncepcija o učenju kao transformaciji, učenička sklonost ka poučavanju usmjerenom na poticanje razumijevanja, zanimljivost predmeta te percepcija kako su nastavnici u svom radu aktivni u pogledu korištenja oba pristupa poučavanju. Rezultati regresijske analize za nastavničke pristupe poučavanju ukazuju da su prediktori pristupa umjerenog na prijenos informacija (nastavnika) percepcija kako su učenici skloni upravo takvom poučavanju, koncepcija o poučavanju kao procesu prijenosa informacija, ali i poticanja razumijevanja te nastavnički entuzijazam za predmet. Prediktori pristupa usmjerenog na poticanje razumijevanja (učenika) su percepcija učeničke sklonosti takvom načinu poučavanja, koncepcija o poučavanju kao procesu poticanja razumijevanja te nastavnički entuzijazam za predmet. Rezultati su pokazali i da je među nastavnicima čiji je pristup poučavanju u većoj mjeri usmjeren na učenike i više učenika koji uče dubinski, dok je među nastavnicima koji su u manjoj mjeri usmjereni na učenike i više učenika koji uče površinski. Učenici koji uče dubinski imaju bolje ocjene od onih koji uče površinski, bez obzira na pristup poučavanju njihovih nastavnika.