International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
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The Influence of Organizational Factors on the School’s Achievements
Get PDFThe purpose of this paper is to examine the influence of the most significant organizational factors on primary school achievements, with a note that the achievement of the school is expressed through the quality of outcome knowledge. The research was conducted on a sample of 460 employees, from 21 primary schools, of which 439 are professionals and 21 are principals in the South Bačka County, Republic of Serbia. The collected data were processed using the Gretl software and AMOS for modelling structural equations. More precisely, the research is based on the application of exploratory and confirmatory factor analysis. A neural network based on a standard multilayer perceptron model was used in the paper to test the validity of the obtained results of the AMOS model. The results of the research show that school management is the most important factor in school achievement and that this influence is most pronounced through teaching staff and school infrastructure. The results, also show that teachers’ competencies have the strongest direct influence on the quality of outcome knowledge. The results obtained indicate that decision-makers and creators of social policies must pay special attention to the selection of school principals as well as their professional education, while school principals to the selection of teachers. Future researchers are recommended to use the Sobel test to precisely determine the indirect influences of school management on school achievement
Manipulative Potential of Humor in Business Media Discourse: Drawing up a “Starter Pack” for LSP Teaching
Get PDFThe article investigates the manipulative potential of humor in business media discourse and its application in Language for Specific Purposes (LSP) teaching. Recognizing humor as a tool for simplifying complex ideas and engaging a broad audience, the study aims to identify the functional-stylistic means through which humor is conveyed in business media, focusing on its capacity to influence audience perceptions and attitudes. Employing continuous sampling along with descriptive, comparative, and discursive methods, the research analyzes utterances from Russian- and English-language business media to explore humor’s various functions – such as persuasion, focus-setting, and entertainment – and how these can be harnessed to facilitate linguistic manipulation. The findings reveal that humor, through rhetorical devices like metaphors, idioms, understatement, allusion, sarcasm, and oxymoron, plays a key role in making business concepts accessible and engaging. A “starter pack” of tools is identified for LSP education, equipping students to recognize and utilize humor’s manipulative power in professional contexts. This toolkit aims to prepare future business communicators to craft and recognize humorous statements. Implications for LSP educators, students, and business communication professionals are significant, advocating for an integrated approach in curricula that balances the creative and manipulative implementation of humor. This prepares students for global business communication, emphasizing humor’s strategic importance in effective leadership
Psychological Resources of Resilience in a Crisis Situation: Transformations of the Value-semantic Sphere of Students Living in a Zone of Local Military Conflict
Get PDFThis article substantiates the impact of the crisis situation on the actualization and development of personal resources and coping with a difficult life situation. Using the example of students living in a local military conflict zone, it is shown that value-semantic resources (psychological resources of stability) in a crisis situation can transform and manifest themselves at the level of reducing the level of meaningfulness of life, value basis and existential fulfillment of life, reducing the degree of emotional response to current events. A crisis situation for a person, on the one hand, can become a source of disintegration in the perception of events of the past, present and future; loss of meaningfulness of life and devaluation of past experience; on the other hand, it can result in subjective well–being if a person works with a psychoemotional state (that includes working with fear and anxiety; perception of a difficult life situation as a challenge and finding new ones personal meanings); works with goals (building an image of the future in the short term), and if a person is rethinking and updating new personal meanings. According to the results of our research, goal-setting and building an image of the future are interrelated with the ability of the subject to be more open to emotional experiences, to show willingness to work with negative emotions (the “Self-Transcendence” scale); to actualize his personal potential (the “Personality” scale). The following empirical methods were used: Test of life-meaning orientations. SJO (J. Crumbo, L. Maholik in adaptation by D. A. Leontyev); Test of research into the real structure of a person’s value orientations (S.S. Bubnova); Methodology for diagnosing the subjective well-being of an individual (Shamionov R.M., Beskova T.V.); «The scale of existence» (Existenzskala) by A. Langle and K. Orgler (adapted by I. N. Mainina and A. Yu. Vasanov)
Comparison of Compulsory Education of the Republic of Croatia and the Republic of Slovenia
Get PDFCompulsory education is the basis of formal education, and in countries around the world, it has a different duration and characteristics and most often is related to elementary school. This current study compares compulsory education of the Republic of Croatia and the Republic of Slovenia. In addition to a review of the literature, current applicable laws and regulations, a comparative analysis of national curricula for compulsory education of the Republic of Croatia and the Republic of Slovenia have been made. The study showed that there is a difference in the number of subjects taught in elementary schools in Croatia and Slovenia, as well as in the number of teaching hours of individual subjects. Furthermore, an analysis of six subject areas of primary education that are taught in both countries was made, with respect to content determinants. An analysis of the existing content determinants shows that the same or similar content is taught in both countries, while in only one subject area, further analysis is required. This study provided new insights that can be used to further develop Croatian compulsory education
Trust to the Mother Among Adolescents From Single-Parent Families and the Structure of Its Predictors
Get PDFThe scientific and psychological validity of the a priori attitude of practicing psychologists and parents in solving the urgent problem of adolescent distrust has been verified that the trusting attitude of adolescents towards parents exists only in the form of opposition; trust or distrust based on a previously developed model for studying ambivalent trust. The aim of the research was to study the features of the classified ratios of trust/distrust to a mother in adolescents from single-parent families and the role of order in the structure of predictors of trust in a mother in these ratios. The study involved adolescent boys and girls, in the number of 177 people aged 15 years, raised in families where the only parent living with a teenager is the mother. The following methods were used: content analysis based on expert assessments; subjective scaling according to specified parameters; statistical technology for developing the construct classification of the trust/distrust ratio; approximation by hyperbolic rank parametric distribution; nonparametric statistics. It was found that 1) only 19% of the respondents have “absolute trust” and “absolute distrust”, and the rest have different variants of ambivalent trust (p<0.01). 2) significant predictors of adolescents trust in the mother are: a) “trust in me”; b) honesty; c) reliability; d) fairness; e) commitment to fulfilling promises; f) an unappreciative attitude. 3) the average value of the β coefficient is higher in the “positive” variant of ambivalent trust, when adolescents from single-parent families have both trust and distrust of their mother, but trust significantly prevails over distrust
Beliefs and Experiences of Serbian Preschool Educators on Inclusive Education
Get PDFThe purpose of this study is to examine a range of preschool educators’ experiences and beliefs regarding inclusive education in public preschool institutions in Serbia. The research aimed to: a) determine the relationship between educators’ self-assessed experience and competence, the availability of support systems, educators’ beliefs about the parents of children with developmental difficulties, and their beliefs about inclusion; b) identify significant predictors of the educators’ beliefs about the benefits of inclusion; c) explore whether nurses and preschool teachers differ in their experiences and beliefs. The sample consisted of 201 preschool educators: 145 preschool teachers and 56 nurses working with younger children. Principal Component Analysis with Oblimin rotation was employed, along with parallel analysis, which pointed to a four-factor structure: Teaching Experience and Competence, Availability of Expert Support, Negative Beliefs about Parents, and Inclusion Benefits. The results indicate that preschool educators report mildly positive experiences and beliefs about inclusive education, but they also hold a negative view of the parents of children with developmental difficulties. Negative beliefs about parents show the strongest (negative) correlation with beliefs in the benefits of inclusion and are the best predictor in the regression model, followed by self-assessed experience and competence and the participants’ occupation (i.e., nurse or preschool teacher). Preschool teachers report that they have more experience and competence in working with children with developmental difficulties than nurses do, while other differences were not significant. The implications of the obtained results are discussed
Learning Objectives in Older Adult Digital Education - Redefining Digital Inclusion
Get PDFThe article explores the redefinition of learning objectives within the context of digital education for older adults, addressing the critical need to enhance digital inclusion. It emphasizes the centrality of learning objectives as foundational elements in the design, implementation, and evaluation of educational programs. The study underscores the necessity of revising these objectives to promote the development of digital competences among older adults. As society becomes increasingly digitalized, traditional educational models must evolve to accommodate the dynamic digital landscape. The REMEDIS research initiative seeks to modernize educational frameworks and establish a more effective approach to cultivating digital skills in older populations. By employing SMART criteria and leveraging the expertise of senior and future trainers, the study identifies 12 key categories for contemporary educational objectives, including: basic computer and mobile device use, digital terminology, email communication, cybersecurity, online information retrieval, social media usage, instant messaging, culture and entertainment access, online financial management, e-commerce, smartphone software applications, and time management. The qualitative analysis of digital education objectives for older adults reveals a spectrum ranging from basic digital literacy to advanced e-service utilization, while also highlighting the importance of aligning these objectives with the practical needs of older adults
Application of Multirepresentation-Based Creative Problem-Solving Learning Models to Improve Critical and Creative Thinking Skills for Students
Get PDFThe 21st-century competencies students need to have include creative thinking skills, critical thinking skills, literacy, and numeracy. These competencies can be developed in the learning process in class explicitly. This research aims to analyze the effectiveness of the Multirepresentation Based Creative Problem-Solving (MBCPS) learning model in improving students’ critical and creative thinking skills. The MBCPS Model Syntax consists of four stages: 1) problem identification, 2) finding ideas, 3) evaluating ideas with multiple representations (verbal, visual, and mathematical), and 4) validating solutions. The MBCPS model was applied to the experimental group and the Problem-Solving (PS) learning model in the comparison group on four study programs, natural science education. culinary education, public health science, and nutrition science with material on the science of nutrition. The difference between before and after learning was tested by Mann-Whitney, and N-gain tested the effectiveness. The results showed that before learning, there was no difference in critical and creative thinking skills, with a p-value > 0.05 between the experimental group and the comparison group. After learning, there was a very significant difference (p < 0.05). Learning the MBCPS model can improve critical thinking skills with an N-gain of 0.72 (high category) and creative thinking skills with an N-gain of 0.67 (medium category). The MBCPS learning model can be implemented on a broader scale according to the characteristics of complex course material to develop models in the field of education
Measuring Inclusion in Vocational Education and Training through the Prism of Justice of Education
Get PDFThe highest possible level of inclusion and justice are the primary goals of most contemporary education systems, including vocational education and training. The Index for Inclusion, which was developed two decades ago, defines inclusion on three levels, i.e. policy, culture and practice, and provides a methodological framework for measuring the inclusive orientation of schools. This paper raises the question of whether the selected Index for Inclusion indicators can be used to also measure different dimensions of justice, which is defined as a multidimensional concept. The just redistribution of basic goods is complemented by recognition, representation and relationality. A study with the aim to determine the multidimensionality of the implementation of inclusivity in Vocational Education and Training institutions using statistical analysis was carried out. An online questionnaire was created and completed by 427 education professionals (head teachers, teachers and school counsellors) employed in vocational education and training. The dimensionality of the measured constructs was checked using a set of 28 variables with factor analysis, i.e. the Maximum Likelihood method and Varimax rotation. It was found that the statements that had been formulated on the basis of the Index for Inclusion can also be used to measure different dimensions of justice. The final version of the questionnaire (modified questionnaire), which contains a set of twenty items, adequately measures the redistribution and recognition aspects of justice, whereas the representation and relational aspects have proven to be two-dimensional concepts. A modified questionnaire could be a suitable starting point both for the self-evaluation of schools and a general measurement of inclusion in terms of justice