Stresna iskustva u odrastanju i afektivna vezanost adolescenata

Author(s): Ivana Mihić,Marija Zotović,Jelica Petrović / Language(s): Serbian / Issue: 4/2007

The research presented in this paper aimed to explore relations between stressful life experiences and attachment in adolescence. The sample included 279 adolescents of both sexes, who were students of first two years at the University of Novi Sad. Attachment styles were assessed by RQ (Relationship Questionnaire, Bartolomew & Horowitz, 1991), and stressful experiences by Risk Scale (Grossman et al., 1990). The average score on the Risk scale indicated that participants had relatively small number of stressful events; but majority had at least two stressful experiences. The most frequent event was loss of family member (61,2% of participants) and traffic accident (40,6% of participants). Participants with secure and insecure attachment styles had similar number of stressful experiences in their lives. Difference between these groups was significant only in the case stressors that origin from the characteristics of the family and intra-familial relations, which was more frequent experience in participants with insecure attachment styles. However, the results showed that stressful experiences may have negative influence on security of attachment, i.e. on positivity of model of self. The highest and statistically significant contribution was made by separation from family and by family characteristics. The results are discussed in context of attachment theory and previous research data on effects of stressful and traumatic events on security of attachment.

STRUCTURAREA EGO-ULUI LA ADOLESCENŢII INSTITUȚIONALIZAȚI

Author(s): Alina Pătrașcu / Language(s): English / Issue: 1-2/2020

The study focuses on the theoretical and applied analysis of the ego structure of institutionalized adolescents. The research group consists of 48 institutionalized adolescents. The history of life and the type of Ego of institutionalized respondents were studied.

Studia Universitatis Babes-Bolyai - Psychologia-Paedagogia

Frequency: 2 issues / Country: Romania

ISSN (print): 1221-8111

ISSN (online): 2065-9431

ISSN-L: 1221-8111

Subject : Psihopedagogy Journal

Text in : English, French, German;

Abstract and Keywords in : English

Year of the first edition : 1958

History: 1958-1961: Studia Universitatis Babes-Bolyai. Series III. Philosophia et Oeconomica, Jurisprudentia, Psychologia, Paedagogia, ISSN 1220-0409; 1962-1974: Studia Universitatis Babes-Bolyai. Series Psychologia-Paedagogia, ISSN 1220-0468; 1975-now: Studia Universitatis Babes-Bolyai Psychologia-Paedagogia, ISSN 1221-8111

Periodicity : half-yearly (June, December)

Type of the publication: scientific/academic

Editors:

Associate Prof. ADINA GLAVA, Ph.D., Faculty of Psychology and Educational Sciences, Babeş-Bolyai University, Cluj-Napoca, Romania

Associate Prof. DOROTHEA IONESCU, Ph.D., Faculty of Psychology and Educational Sciences, Babeş-Bolyai University, Cluj-Napoca, Romania

Studia Universitatis Babeş-Bolyai Psychologia-Paedagogia journal appears in 1958, publishing the academic and scientific studies of the Romanian and foreign specialists in various fields of psychology and education sciences.

Publication of the Faculty of Psychology and Educational Sciences, the journal aims to disseminate the results of scientific investigations with a practical-applicative and experimental character, but also theoretical studies and analysis.

STUDIU COMPETENŢEI DE SELF-MANAGEMENT AL ACTIVITĂŢII DE ÎNVĂŢARE LA STUDENŢI

Author(s): Lilia LAȘCU / Language(s): Romany / Issue: 3-4/2017

This article aims to determine at modern students, the learning activity level of self-management competence. In this context are acquainted the students’ learning activity criteria for determining the self-management level of competence, the performance indicators regarding the assessment of nominated level and it was elaborated the training instrumental tools in determining the level of students’ learning activity self-management competence. This article provides the study reported data, being processed statistically and analyzed textually.

Studying creativity in students' learning styles in different high schools Iran

Author(s): Kalantari Masume,Tahan Mohammad / Language(s): English / Issue: 10/2018

Learning, creativity, and innovation are considered as the axis of the activities of all educational and entrepreneur-based institutions. Learning style of students as one of the factors effective in learning and academic progress has always been taken into consideration. By identifying the learning style and rate of creativity of individuals, each style can be a more appropriate teaching method adopted by teachers and also a more correct method of learning by learners. Accordingly, the main goal of the present article is to identify the differences of learning styles of individuals in different academic majors and the rate of the creativity of individuals in each learning style. The present methodology employed in this research is of descriptive-correlational research design. The statistical population consists of all the last-year students at the high school level in the city of Ghaen. The statistical sample consisted of 115 girls and 117 boys selected by classified sampling. Kolb’s learning style inventory and Abedi creativity were used to collect the required data. These two tools are standardized, therefore their validity is verified. On the other hand, the reliability of the Kolb’s inventory and that of Abedi’s creativity were 0.74 and 79.5, respectively. To analyze the data obtained by Chi-square tests, one-way analysis of variance, Pierson covariance, and stepwise regression were employed. The results show that there is a meaningful difference between the creativity of the students with diverging and assimilator learning styles. Learning styles of students of different branches are also different. Creativity of the students of Mathematicsis more than that of the Humanities and there is also a meaningful negative relation between concrete experiential learning methods and creativity (r=0.702 and p<0.01).

Suicidology

Author(s): Doina Cosman / Language(s): English / Issue: 4/2015

In what follows, we shall deal with suicide in the history of mankind, the nature and causes of the suicidal process, the biological and neuropsychological aspects of the suicidal behaviour, the epidemiology of suicide, the suicidal risk, the evaluation of the person with suicidal risk, the ages of suicide, the life experience and act, suicide and psychiatry, the treatment of suicidal behaviour, the prevention of suicidal behaviour, thanatology and suicidology.

Supervision (not)needed. Professional experiences of day-care room pedagogues

Author(s): Anna K. Duda,Paulina Koperna / Language(s): English / Issue: I/2017

Authors have carried out research among educators working in social, care and educational and socio-therapeutic day-care rooms. Such research is just a contribution to take into consideration the introduction of supervision into the daily pedagogical practice. The aim of the study was an initial diagnosis of state of supervision in pedagogical work and also personal experiences of pedagogues connected with participation in supervision.

SURVIVAL AND PARALLELISM

Author(s): Florent Rrahmani / Language(s): English / Issue: 11/2019

The constitutional changes of 1989 in Kosovo, in addition to physical, political andpsychological pressure, exerted social pressure through job dismissals. Job dismissalsbecame a “normal” process, becoming a common way of exercising social pressure.In all these impossibilities in front of which a whole society is placed, self-organization oropposition through self-acting is expressed.In this course, the collapsed life on every sphere, and precisely this collapse burdened evenmore the daily life of these citizens, imposing reflection on these inabilities.While therepressive state was exclusive, degrading, and denigrating for a category of the society,precisely this category got self-integrated through resistance, which can not be calledotherwise but self-organization.In this flow, many subsequent developments came to the fore,such as the comprehensive mobilization of the society, so that individual tasks became selfvoluntarycollective duties and obligations.To this society, faced with such a situation, Solidarity was undoubtedly imposed in every areaof life, having the course from similarities, and “solidarity that comes from similarities is atits maximum when the collective conscience completely wraps up all our conscience andcomplies with it on all points” (Durkheim, 2004).

Susceptibility to peer pressure and attachment to friends

Author(s): Martina Lotar-Rihtarić,Željka Kamenov / Language(s): English / Issue: 2/2013

The role of attachment to friends in the explanation of adolescents’ susceptibility to peer pressure was explored, regarding the way these two constructs are measured. In Study 1, 475 high school students (194 boys and 281 girls) were given Susceptibility to Peer Pressure Questionnaire, and their attachment to friends was measured with Modified Experiences in Close Relationships Inventory and Relationship Scales Questionnaire. One month later, 80 boys and 80 girls participated in Study 2, where they completed the same Susceptibility to Peer Pressure Questionnaire in a chat-room simulation, convinced that they can see other students’ answers and that their own answers could be seen by others. When susceptibility to peer pressure was measured by self-report questionnaire, the level of avoidance proved to be a significant predictor for boys, while the level of anxiety and the model of others were significant predictors for girls. When susceptibility to peer pressure was measured experimentally, the results showed that attachment dimensions predict only girls’ susceptibility and that the only significant predictor is their model of others.

Svijest odvojena od uma

Author(s): Nezir Krčalo,Adnan Džafić / Language(s): Bosnian / Issue: 1/2018

Physical growth and development is a relatively long-lasting process with which psychological development takes place simultaneously, during which each individual gradually becomes enslaved by 'clothes' of social consciousness. Awareness of the necessity of being a member of the community and the only way it can survive as a conscious individual is gradually creating in the individual a social consciousness. During the realization of the natural and social reality in the process of socialization of one's own personality, the individual is hoping that the basis of our ideas is sensory experiences, and, conversely, by reducing the idea of sensory experiences, it can create preconditions for political, moral and pedagogical transformations of society. But ideas, as a feature and creation of the human mind, are certainly under the influence of sensory experiences. If they are "separated" from the mind and created under the influence of the senses, then such a state creates an ideological consciousness in an individual that is not capable of perceiving the truth of natural and social reality.

SVIJET MLADIH: IZAZOV ZA CRKVU I DRUŠTVO

Author(s): Mislav Stjepan Žebec / Language(s): Croatian / Issue: 1-2/2008

The article analyses the legal, demographic and psychological determination of the Croatian youth, aiming at a precise acquaintance with the target population and the identification of the upper age limit of a young person. From the legal point of view the age limit of a young person is not determined unilaterally and increases chronologically. A concise demographic analysis points towards the unfavorable current situation and trends among the young population defined as the age between 15 and 29. The developmental and psychological theories and insights do not recognize the young population as such whereas they make a distinction between adolescents and young adults. In a striving to examine and consider all the relevant factors and requirements of working with youth, the author endeavors to give a brief presentation of the most significant characteristics of the adolescent and young/early adult age, based on the insights of the standard developmental and psychological literature: biological/physical, intellectual, moral, emotional, social and the individual in the narrow sense.

Symbolically Mediated Interaction and Perspective-taking: A Social-relational Perspective on Social Cognitive Development

Author(s): Duygu Uygun Tunc / Language(s): English / Issue: 3/2019

It is widely agreed that perspective-taking plays an important role in the development of children’s understanding of themselves and others as social agents with their own beliefs, desires, goals, and representations of the world. However, how perspective-taking is realized and how the ability of perspective-taking develops is a matter of dissensus. The two theories currently dominating social cognition research, theory-theory, and simulation-theory construe perspective-taking as modeling, thus as an individual and inferential process. Interactionist theories prioritize interpersonal interaction but deny perspective-taking a constitutive role by arguing for a basic, immediate understanding of self and others in interaction. Cognitivist accounts downplay the role of interaction, while interactionist accounts overemphasize the role of sub-symbolical processes. What is central to perspective-taking and its development, but missing in either approach is symbolically mediated interaction. The social-relational perspective dating back to Lev Vygotsky and George Herbert Mead cuts across this schism and offers valuable insight into how perspective-taking develops through symbolic activity within a social context. Adopting the basic elements of the social-relational framework, the present work argues that understanding of self and others depends on the development of perspective-taking ability through symbolically mediated interaction. Perspectives are primarily differentiated, assumed, and coordinated within social interaction and subsequently through the individual, cognitive operation of perspective-taking. Symbolic mediation facilitates this transition from the social enaction of perspective-taking to mental construal and coordination of perspectives by transforming the structure of action. Higher order mental processes are not presupposed but constituted by social interaction through the child’s internalization of the perspectival structure of symbolic communication.

Symmetrical social relation as a factor in conservation tasks

Author(s): Ksenija Krstić,Aleksandar Baucal / Language(s): English / Issue: 4/2003

According to Siegal’s hypothesis, despite having concrete operational abilities some children are not successful in conservation tasks. Social factors, such as repetition of question asked by an adult experimenter alter the manifestation of existing cognitive abilities. This study varied the following aspects of conservation tasks: symmetrical vs. asymmetrical power relation. The children in the study were asked to solve three different conservation tasks (quantity of continued material, length, and number). Each task was repeated twice; once with an adult experimenter and once with a child experimenter. Results show that children’s responses were affected by social factors only in a certain tasks. In other tasks children’s responses remained unaffected in both situations. This suggests that there exists an interaction between the experimenter and the task, and that the affect of social factor is mediated by a particular characteristic of the task. Results indicate that the modifying factor is the task difficulty.

Symptoms of Internet Gaming Disorder and Parenting Styles in Romanian Adolescents

Author(s): Alexandra Maftei,Violeta Enea / Language(s): English / Issue: 3/2020

Online video gaming has been endorsed as a potential addictive behavior with negativepsychological and functional consequences and has been extensively studied amongadolescents and young individuals. The aim of this cross-sectional study was to estimate theprevalence of symptoms of the Internet Gaming Disorder (IGD) in a sample of 278 Romanianearly adolescents (aged 10 to 14, 52.5% females) and their parents, and to examine the roleof parental styles of parents in predicting the symptoms of IGD in their children. Statisticalanalyses showed that 31 (22%) adolescents had clinically relevant symptoms of IGD. A logisticregression model revealed that a dominant permissive style of parents was substantiallyrelated to symptoms of IGD in their children. Findings highlight a strong correlation betweenparenting styles and symptoms of IGD, emphasizing the importance of parental involvementin both the prevention and development of IGD in early adolescence.

Systemowa oferta profilaktyczno-resocjalizacyjna wobec wybranych uwarunkowań i okoliczności rozwojowych

Author(s): Tomasz Wach / Language(s): Polish / Issue: 4/2016

The article focuses on the problem of the adequate assessment of the significance of selected existential conditions affecting the functioning of people in social roles. It emphasizes the importance of selected circumstances of the lives of people at risk of demoralization. A systemic approach is recommended, related to the multiplicity of interconnections between different spheres of life.

Személyiségfejlesztés a gyermekek szolgálatában

Author(s): Krisztina Bartha / Language(s): Hungarian / Issue: 10/2017

Sześciolatek w szkole – bezpieczeństwo rozwoju oraz potrzeba wsparcia

Author(s): Katarzyna Stępień / Language(s): Polish / Issue: 29/2017

Article moves questions related with evolution of six-years old child. Push puts on his safety development of personality. Proficiency at child in pre-school century differ which form and allow to take participation in process of education. Problem of school moves also and school classes as new places pupil must turn up intentional effect bring in which education. Teachers and parents turn out in this situation valuable unusually, because pupil can due to their assistance in school faster recovering.

TALK - Language and literacy curriculum for pre-schoolers and school-age children: a programme to improve inclusion, scholastic achievement and social well-being (TALKCHIL)

Author(s): Carolina Bodea Haţegan / Language(s): English,Romanian / Issue: 1/2019

This article describes the TALK - Language and literacy curriculum for pre-schoolers and school-age children: a programme to improve inclusion, scholastic achievement and social well-being (TALKCHIL) project, Erasmus+ KA2 ( no. 2017-1- IT02-KA201- 036596). The focus is on its the main objectives, activities and partners, but also on ASTTLR role (ASTTLR- Asociația Specialiștilor în Terapia Tulburărilor de Limbaj din România), the partner institution in the project from Romania. This project has a great relevance for Romania situation as it focuses on one of the most important educational subject, children with learning disabilities and the way this disorder can be prevented from early ages, from kindergarten. The obtained results are gathered in two consistent materials, one dedicated to teachers and ne dedicated to parents, these materials being of great value for the learning disabilities field.

Tavistock Modeli Temelinde Rezonans ve Karşi Aktarim Tepkilerinin İncelenmesi: Olgu Sunumu

Author(s): Yunus Pınar / Language(s): Turkish / Issue: 06/2015

The author's purpose in this article is to describe and report the resonances and his countertransference reactions while performing the ethnographic and psychoanalytic research tool: Young Child Observation according to the Tavistock Model via the examined child "Ercan" (at the age of 5), which was observed by the author 1 hour per week from September 2010 to June 2011 a total of 26 hours in a Kindergarten in Vienna. Parts of this paper are based on the single case studies, carried out at the University of Vienna in the context of the interdisciplinary research project “Language acquisition and everyday life multilingualism in the kindergarten” in collaboration with the Institute of Educational Sciences and Linguistics. In addition, we shall try to describe the research project and the observation method. The objectives of this paper are firstly, to show the significant countertransference reactions, intrapsychic experiences, uncontrolled process and involuntary reactions of the observer via the observed people, especially via Ercan. Finally, we shall discuss briefly the methodological benefits of becoming aware of the countertransference process for researchers and practitioners.

Teaching Referencing And Plagiarism Awareness Using LEGO® SERIOUS PLAY®

Author(s): Michelle Bond / Language(s): English / Issue: 4/2018

In this article I reflect on my use of LEGO® SERIOUS PLAY® as a teaching intervention in sessions on referencing and plagiarism awareness. Building on a paper I presented at the Librarians’ Information Literacy Annual Conference (LILAC) in early 2018 (Bond 2018), I explore how I use LEGO® SERIOUS PLAY® to build student understanding of the reasons why referencing is important as an academic practice. I discuss my experiences of using LEGO® SERIOUS PLAY® in referencing classes and finally, propose ways I can expand on its use and effectiveness.