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A test of the differentiation of personality by intelligence hypothesis using the Big Five personality factors
No full textIN ENGLISH: The hypothesis that personality is more differentiated, or variable, for individuals higher in intelligence was tested in a large sample (N = 1,050) of young Croatian adults. Participants completed a measure of the Big Five personality factors in self-report format. Also administered was a verbal ability test as an estimate of intelligence. As the verbal ability scores had a normal distribution, tertile splits were created and the lower group's means, standard deviations, scale ranges, and the coefficient alpha for each scale. The higher ability tertile had higher internal consistency estimates, greater scale variances, and slightly larger scale ranges. The results therefore provide some support for the differentiation of personality by intelligence hypothesis and do suggest that personality scale responses may differ depending on the intelligence level of the sample. --------------- IN CROATIAN: U ovom radu testirana je hipoteza da je ličnost više diferencirana ili varijabilna za pojedince više inteligencije. Istraživanje je provedeno na velikom uzorku sudionika mlađe odrasle dobi iz Hrvatske (N = 1 050). Korištene su mjere samoprocjene ličnosti prema petofaktorskom modelu ličnosti te test verbalnih sposobnosti kao mjera inteligencije. Budući da su rezultati verbalnih sposobnosti bili normalno distribuirani, stvoreni su tercili i izračunate aritmetičke sredine, standardne devijacije, rasponi i Alpha koeficijenti pouzdanosti za svaku skalu. Tercil koji je obuhvaćao više sposobnosti imao je višu unutarnju konzistentnost, veće varijance i nešto veće raspone skala. Rezultati stoga pružaju određenu potporu hipotezi diferencijaciji ličnosti na temelju inteligencije i sugeriraju da se odgovori na mjerama ličnosti mogu razlikovati ovisno o razini inteligencije u uzorku
Church and welfare state in Croatia
Get PDFDinka Marinović Jerolimov and Nikolina Hazdovac Bajić examine the case of Croatia in this chapter, a postcommunist country with a dominant Roman Catholic religious society. The official social welfare system in Croatia started to function in the communist period (1945–1990), more precisely during the 1960s, with the implementation of the first legislation that sought to comprehensively regulate that area and the establishment of independent institutions that deal with social issues. The authors seek to provide insight into the role and function of church-based organizations in the welfare system in Croatia, considering both the communist and postcommunist social and legal context
Obrazovne aspiracije u Republici Hrvatskoj
Get PDFIN CROATIAN: Uvodnik u tematski broj 'Obrazovne aspiracije u Hrvatskoj'. --------------- IN ENGLISH: Editorial to the thematic issue 'Educational Aspirations in Croatia'
Dizajn plakata na temu globalne pandemije covid 19: radovi studenata i studentica TVZ-a
Get PDFIN CROATIAN: U ovom tekstu prikazani su studentski radovi nastali u izolaciji uzrokovanoj pandemijom Covid-19 tijekom ljetnog semestra u studentskoj godini 2019/2020. U sklopu kolegija Praktikum iz dizajna a pod mentorstvom Jane Žiljak Gršić i Ulle Leiner Maksan izrađeni su plakati za koje je zadatak je bio „upoznati javnost s novim virusom i posljedicama po zdravlje ljudi te sigurnost zajednice u cjelini“. Radovi odražavaju istraživački pristup studenata kroz različite prikaze Covid 19 virusa te ukazuju na nove navike ljudi s ciljem zaštite zdravlja i društva u cjelini. --------------- IN ENGLISH: This text brings the works of students created in the isolation caused by the COVID-19 pandemic during the summer semester of the academic year 2019/2020. As part of the course “Practicum of Design” under the mentorship of Jana Žiljak Gršić and Ulla Leiner Maksan, students created posters whose task was to “inform the public about the new virus and the consequences for people’s health and safety of the whole community”. The works reflect the research-driven approach of the students through various representations of the COVID-19 virus and point to people’s new habits with the aim of protecting health and society as a whole
Transfer of knowledge about atheism and new religious movements: analysis of religious instruction textbooks in public schools in Croatia
No full textIN ENGLISH: This paper explores how the social context of Croatia influenced the prevailing relationship to religion by taking into account the backdrop of its socialist past. Furthermore, it examines whether processes of revitalizing religion and desecularizing Croatian society after 1990 remain relevant today. In order to detect the specificities of the transfer of knowledge regarding religion and atheism in post-socialist Croatia, legal documents from the 90s which were the basis for the implementation of religious education and religious textbooks for primary school published after the 90s are analyzed here. The results underline the controversy that becomes noticeable when comparing provisions in the constitution with the respective provisions in the Agreement on Cooperation in the Field of Education and Culture, signed between the Croatian Government and the Holy See. The latter favors Christian ethical values over ethical values of other religious and irreligious worldviews, and moreover paves the way to possible and real discrimination, especially among primary and secondary school students.
The thesis is that the discourse around religious instruction in Croatia today, in some aspects and to some extent, is similar to that of the former Yugoslavian school subject of Marxism, especially when it comes to the promotion of a specific worldview, albeit in the reverse direction. In the broader context, this article claims, one could speak of a double heritage of pre-modernity in Croatia: its Catholic-feudal and communist past (and the war, which every society views as pre-modern). In simplified terms, the first phase produced conservative, authoritarian communist anti-theism, while the second produced an authoritarian, Catholic anti-atheism. Both of them were (and are) associated with the ruling political authorities and influenced or at least attempted to influence politics and all aspects of societal action. --------------- IN CROATIAN:
Rad istražuje kako je društveni kontekst Hrvatske utjecao na prevladavajući odnos prema religiji i ateizmu te novim religijskim pokretima, uzimajući u obzir i kontekst socijalističke prošlosti. Razmatra se također, jesu li procesi revitalizacije religije i desekularizacije hrvatskog društva poslije devedesetih relevantni i danas. Cilj rada je bio utvrditi specifičnosti prijenosa znanja o religiji i ateizmu kroz predmet Vjeronauk u post-socijalističkoj Hrvatskoj. Analizirani su temeljni pravni dokumenti koji su bili temelj za implementaciju vjeronauka kakav danas postoji u javnim školama i udžbenici vjeronauka za osnovne škole. Rezultati ukazuju na temeljnu kontroverzu koja postaje vidljiva kad se kompariraju ustavne odredbe s odredbama iz Ugovora o suradnji na području odgoja i kulture, potpisanog između hrvatske vlade i Svete Stolice. Ugovor favorizira kršćanske etičke vrijednosti u odnosu na vrijednosti drugih religijskih i nereligijskih svjetonazora, utirući put mogućoj, a pokazalo se nizom primjera, i stvarnoj diskriminaciji među učenicima u javnim školama, što je vidljivo u udžbenicima vjeronauka.
U radu se razmatra i teza o sličnosti Vjeronauka u Hrvatskoj danas i školskog predmeta Marksizam (koji je bio obavezan u srednjim školama u bivšoj Jugoslaviji), s obzirom na ideološki (kršćanski/katolički i marksistički/komunistički) diskurs koji teži biti sveprožimajući. U širem kontekstu, fenomen vjeronauka prisutnog danas u javnim školama u Hrvatskoj, članak objašnjava i tezom o utjecaju dvostrukog nasljeđa predmoderniteta u Hrvatskoj – katoličko-feudalnog i komunističkog (i utjecajem rata koji uvijek u društvo donosi elemente predmodernosti). Ukratko, nakon autoritarnog komunističkog anti-teizma u Marksizmu u bivšoj Jugoslaviji, javlja se konzervativni, autoritarni katolički anti-ateizam. Oba fenomena su bila (i jesu) povezana s vladajućom politikom i utječu (ili su utjecala) na politiku i na sve aspekte društvenog djelovanja
Youth worker's competences and learning in non-formal training
No full textIN ENGLISH: As the analysis of focus groups and survey data shows, youth workers and youth work organisers believe that the provision of non-formal Introduction: education, learning and practice of youth work under the lens Page 13 learning opportunities to youth workers is far from perfect. Many interviewees and survey respondents pointed out a range of factors which hamper the provision of learning opportunities to youth workers, who in general are very eager to learn. Among the challenges mentioned were lack of financial and organisational resources, lack of long-term educational and development strategies for youth workers within organisations and generally in the youth work sector, lack of recognition of youth work and of youth worker learning, poor social guarantees and low job security. Importantly, European initiatives and institutions play a significant role in supporting the development of youth work training and education by helping to build competence frameworks and providing organisational and financial support to youth workers, youth work organisers and educators. A lot could be done on many levels to improve the provision of non-formal training for youth workers. --------------- IN CROATIAN: Kao što pokazuje analiza kvantitativnih i kvalitativnih podataka, omladinski radnici i organizatori rada s mladima vjeruju da su neformalno učenje i praksa daleko od optimalnog. Mnogi su sudionici intervjua i kvantitativnog istraživanja naglasili širok raspon čimbenika koji priječe organiziranje i pružanje mogućnosti za neformalno učenje omladinskim radnicima, koji su generalno gledano voljni učiti. Neki od navedenih izazova su: manjak financijskih i organizacijskih sredstava, manjak dugoročnih obrazovnih i razvojnih strategija za omladinske radnike u organizacijama i udrugama, te ono što je značajka omladinskog sektora u cjelini - poteškoće u priznavanju omladinskog rada i učenja omladinskih radnika, niska socijalna sigurnost i nesigurnost poslova omladinskih radnika. Vrlo je važno napomenuti i kako europske inicijative i institucije igraju značajnu ulogu u pružanju potpore i razvoju obrazovanja i treninga za omladinske radnike putem pomoći u usvajanju okvira kompetencija i pružanja organizacijske i financijske potpore omladinskih radnicima, organizatorima rada s mladima i edukatorima. No, treba dodati kako još uvijek preostaju mnogi koraci kako bi se poboljšalo pružanje prilika za neformalan trening i učenje omladinskih radnika
Mental models of sustainability: the degrowth doughnut model
No full textIN ENGLISH: Due to the concern that achieving human wellbeing through material development is “costing the Earth,” mental model was developed to show in a single image the aspiration of social foundations of development to be achieved and biospheric boundaries not to be crossed. Anthromes analysis, combined with the cultural imperative of maintenance of global sustainability through coordinated transformation of social metabolism and its environmental impact, makes nation states the immediately available units of sustainability modeling. In this century humans must meet their needs equitably within the biophysical means of the planet. A downscaling of planetary boundaries and social wellbeing foundations (thresholds) to national level through calculations of the impacts and attainments of nation states’socioeconomic activities makes the doughnut model a conceptual tool bringing sustainability closer to political a and organizational impact. To visualize the scale and the possible pathways for the transformation of national and global sociometabolic practices in the 21st century within the “degrowth doughnut” includes the boundaries and thresholds in three domains: cultural, socioeconomic, and biophysical. This way it aims to avoid the conceptually paralyzing trade-off between exclusively biophysical boundaries and exclusively social thresholds of the other doughnut models. Understanding that excesses and shortfalls of current and foreseeable socio-metabolic practices exist in cultural, socioeconomic, and biophysical aspects of nations’social metabolism allows us to build on nations’sustainability potentials. The aim of the model and its visual tool is to inform their populations about the direction and scale of the change strategies that they could adopt to contribute to the global effort of maintaining the planetary population within the safe and just operating space of the doughnut under known advantages and constraints of the 21st century. ---------------- IN CROATIAN: Uslijed zabrinutosti da postizanje dobrobiti ljudi kroz materijalni razvoj „skupo košta Zemlju“, razvijen je mentalni model čija je svrha u jednoj slici prikazati težnju za postizanjem društvenih temelja razvoja koje treba doseći te granica biosfere koje ne treba prijeći. Analiza antropogenih bioma (anthromes), u kombinaciji s kulturnim imperativom održavanja globalne održivosti kroz koordiniranu transformaciju društvenog metabolizma i njegova utjecaja na okoliš, čini nacionalne države neposredno dostupnim jedinicama modeliranja održivosti. U ovome stoljeću ljudski rod mora ispunjavati svoje potrebe u skladu s biofizičkim resursima planeta. Snižavanje granica planeta i temelja društvene dobrobiti (graničnih vrijednosti) na nacionalnu razinu kroz izračune utjecaja i dostignuća socioekonomskih aktivnosti nacionalnih država čini model krafne konceptualnim instrumentom koji održivost približava političkom i organizacijskom utjecaju. Radi predočavanja opsega i mogućih puteva transformacije nacionalnih i globalnih društvenometaboličkih praksi 21. stoljeća unutar „krafne odrasta“ uključene su granice i granične vrijednosti u tri domene: kulturnoj, socioekonomskoj i biofizičkoj. Tako se nastoji izbjeći konceptualno paralizirajući kompromis između isključivo biofizičkih granica i isključivo društvenih graničnih vrijednosti drugih modela krafne. Shvaćajući da višak i manjak sadašnjih i predviđenih društvenometaboličkih praksi postoji u kulturnim, socioekonomskim i biofizičkim aspektima društvenog metabolizma nacionalnih država upućuje nas na razmatranje potencijala održivosti nacionalnih država. Svrha modela i njegova vizualnog prikaza je informirati populacije tih država o smjeru i opsegu strategija promjene koje bi mogle usvojiti s ciljem doprinosa globalnom naporu u očuvanju populacije planeta unutar sigurnog i pravednog prostora djelovanja modela krafne u uvjetima poznatih prednosti i ograničenja 21. stoljeća
Educational outcomes and aspirations of upper secondary school students: the cultural capital and relative risk aversion perspectives
Get PDFIN ENGLISH: The aim of the article was to address the relevance of cultural capital and relative risk aversion theories for educational outcomes and aspirations of upper secondary school students in Croatia, and to examine whether these approaches are compatible in explaining educational inequalities. Linear and logistic regressions were used to analyze data from 2106 students in their last year of upper secondary school (16–18 years old). Both constructs, cultural capital and relative risk aversion, had positive effects on school performance, enrolment of gymnasium instead of vocational school and aspirations for higher education. The analyses indicated that cultural factors frequently associated with school performance should not be separated from more direct status concerns shaping educational decisions. Rather than seeing them as unrelated, these mechanisms may both be seen as constitutive of students’ educational dispositions. --------------- IN CROATIAN: Cilj ovog rada bio je sagledati značaj teorija kulturnog kapitala i izbjegavanja relativnog rizika za obrazovne ishode i aspiracije učenika srednjih škola u Hrvatskoj, te ispitati jesu li ovi pristupi kompatibilni u objašnjavanju nejednakosti u obrazovanju. Podaci 2106 učenika u završnoj godini srednje škole (starost od 16–18 godina) analizirani su linearnom i logističkom regresijom. Oba konstrukta, kulturni kapital i izbjegavanje relativnog rizika, imali su pozitivne efekte na školski uspjeh, upis gimnazije umjesto strukovne škole i težnju za visokim obrazovanjem. Analize su pokazale kako kulturne faktore koji se često povezuju sa školskim uspjehom ne bi trebalo promatrati odvojeno od brige o statusu koja oblikuje odluke vezane za obrazovanje. Umjesto da se promatraju kao nepovezani, oba ova mehanizma mogu se razumjeti kao konstitutivni za obrazovne dispozicije učenika srednjih škola
Vrijedi li učiti (u Hrvatskoj)? – učenička percepcija instrumentalnosti obrazovanja i Hrvatske kao okružja za učenje i obrazovanje
Get PDFIN CROATIAN: U ovom je poglavlju predstavljeno empirijsko istraživanje o učeničkoj percepciji instrumentalnosti obrazovanja za ostvarivanje dugoročnih pozitivnih životnih ishoda te njihovo viđenje Hrvatske kao pogodnog okruženja za učenje i obrazovanje. U istraživanju je sudjelovalo ukupno 2299 učenika i učenica osmih razreda svih 109 osnovnih škola Grada Zagreba. Rezultati ukazuju na izrazito složenu sliku Hrvatske kao obrazovnog konteksta u kojem djeluju suprotstavljeni perceptivni obrasci – s jedne strane visoka instrumentalnost obrazovanja za ostvarivanje životnih ishoda, a s druge strane percepcije Hrvatske kao relativno nepovoljnog okruženja za učenje i obrazovanje. Kako učenici napreduju svojim obrazovnim putem koegzistencija ovih obrazaca može na različite načine utjecati na stav učenika prema učenju. Kod dijela uspješnijih učenika ona može rezultirati i time da svoje sposobnosti zažele trajno ostvariti u drugim okruženjima za koja smatraju da su povoljnija za maksimalizaciju instrumentalnosti učenja i obrazovanja za ostvarenje pozitivnih životnih ishoda. Za dio učenika ovakvi perceptivni obrasci mogu značiti i odustajanje od učenja te zadovoljavanje minimalnih uvjeta za napredovanje u sustavu. To je naročito važno slijedom rezultata koji ukazuju na slabo razvijene navike vezane uz učenje te činjenicu da obrazovni sustav ne poučava učenike kako učiti. --------------- IN ENGLISH: This chapter presents an empirical research on pupils' perception of the instrumentality of education for achieving long-term positive life outcomes and their view of Croatia as a suitable environment for learning and education. A total of 2299 eighth grade pupils of all 109 elementary schools in the City of Zagreb participated in the research. The results point to a very complex image of Croatia as an educational context in which confronted perceptive patterns are at play – on one hand there is a high instrumentality of education for achieving life outcomes, while on the other there is a perception of Croatia as a relatively unfavourable environment for learning and education. As pupils advance with their educational pathway, the coexistence of these patterns can influence the pupils' attitude towards learning in various ways. Among some of more successful pupils it can also result with them wishing to permanently accomplish their capabilities in other environments, which they find more favourable for the maximalization of learning and educational instrumentality for achieving long-term positive life outcomes. For a part of pupils such perceptive patterns can also mean withdrawing from learning and fulfilling minimum requirements for advancing in the system. This is particularly important according to the results implying poorly developed learning habits and the fact that the educational system does not teach pupils how to learn