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What Keeps Students Engaged In Primary Mathematics: A Venn Diagram Of Practices And Beliefs Of Engagement-Sustaining And Engagement-Suppressing Teachers
No full textStudents' academic motivation, particularly their intrinsic motivation for learning, has been well-documented to decline as students progressing throughout compulsory schooling (e.g., Spinath & Steinmayr, 2012; von Davier et al., 2024). Research shows that the steepness of this motivational decline varies across subjects, but mathematics stands out as particularly affected (e.g., Wigfield et al., 2006). The decline raises concerns since intrinsic motivation is closely linked to greater engagement, deeper learning, learning self-efficacy, and improved academic achievement (e.g., Ryan & Deci, 2000; Taylor et al., 2014; OECD, 2024).
Beyond motivation, other key aspects of engagement with mathematics also deteriorate over time. Students' confidence in their mathematical abilities declines, as do feelings of enjoyment and pride in learning mathematics, while anxiety and boredom tend to increase (Ahmed et al., 2013; von Davier et al., 2024; Radišić et al., 2025). This downward trajectory in the elements of learning and engagement is accompanied by a decline in learning outcomes. TIMSS data show a slowdown in the development of mathematical competencies throughout compulsory education, with the percentage of students reaching each benchmark decreasing from 4th to 8th grade in many European countries and on average (von Davier et al., 2024). Another indication of the decline comes from a comparison of TIMSS and PISA findings. Specifically, some countries, such as Bulgaria, Cyprus, Latvia, Romania, Serbia, and Turkey, show high average levels of students math competence in 4th grade as seen in TIMSS results but fall below average by the end of compulsory education as shown in PISA (von Davier et al., 2024; OECD, 2023). The decline results in around 30% of students worldwide leaving compulsory education failing to reach the basic level of mathematical literacy. Beyond shaping mathematical competence, intrinsic motivation and perceived competence in mathematics influence students' career aspirations in math-related fields (Lazarides & Watt, 2017). Given the fundamental role of mathematical skills in various professions, daily life, and scientific and technological progress, efforts to address this decline remain a priority in mathematics education research.
Studies indicate that teachers can mitigate the developmental decline in motivation and other elements of engagement. Evidence (e.g., Pedler et al., 2020; Tomaszewski et al., 2022) highlights the critical role of teaching strategies and the implementation of interactive and constructivist approaches and techniques such as flipped classrooms or group work. Authors emphasize the role of supportive learning environments, meaningful feedback, and the importance of teacher-student relationships. These strategies not only address the cognitive aspects of learning but also the emotional and social dimensions, ensuring students feel valued, competent, and motivated to persist in mathematics. Integration of strategies like formative assessments and differentiated instruction are also found important. Studies also show that aspects of students' engagement are related to teachers' beliefs, mindset, and attitudes (e.g., Pedler et al., 2020; 2022; Thayer, 2020). For example, teachers who hold positive, growth-oriented beliefs about their students' abilities being more likely to foster high levels of engagement.
The goal of this study is to enhance the existing body of research by exploring how teachers can effectively sustain students' engagement in mathematics. While previous studies have identified various teaching strategies linked to different aspects of engagement, much of the evidence stems from isolated correlational research, with limited exploration into how specific teaching practices and teachers' beliefs interact to shape student engagement. This study bridges this gap by providing a more comprehensive analysis of teaching practices, by comparing the practices of teachers whose students show a decline in engagement over time with those whose students maintain or improve their engagement in mathematics
Educational Identity Processes and Identity statuses in the Transitioning Period of Starting a Secondary School among Serbian Students.
No full textIdentity formation is one of the most important developmental tasks in a life of adolescents (Krstić, 2017; Erikson, 1968). Looking through Eriksonian glances, there are two main processes that build identity formation- exploration and commitment. According to Dual cycle model of identity, formation of identity consists of two cyclical phases. In the first phase, through identity process exploration in-breadth (RE), adolescents are finding out about different roles, after which they choose one they will commit to. The second phase of the cycle starts when adolescents explore in-depth (ED), which includes active reflection about their committed role. If their committed identity role is aligned with their performance, needs, goals and values, they will identify with committed role (ID). The greater identification with commitment, the higher probability that adolescent will remain committed to a chosen role for a longer period of time. However, if exploration in-depth leads to misalignment, adolescents will reconsider their commitment. Combination of these processes result in different identity statuses that adolescent can take (Luyckx et al., 2006; Crocetti et al., 2008; Meeus et al., 2002).
While there are different identity domains that need to be developed in adolescence, we are especially interested in educational domain for several reasons. School is a place where adolescents have opportunity to think about their academic and professional aspirations, and future in general (Christiaens et al., 2022; Nurmi, 1993). Whatsmore, adolescence is a period when peers become focal point in their life, and school is one of the main spaces where adolescents can explore identities through interaction with peers (Korobov & Bamberg, 2004; Krstić, 2017). It is therefore not surprising that educational identity is related to adjustment and well-being of adolescents (Karaś et al., 2015).
Although researchers from psychosocial perspective differentiate identity domains like school and friends, this perspective is often criticized for decontextualized approach to studying identity processes. It is thought that educational domains are measured with too broad questionnaires that are not capturing critical period that should lead to identity formation (Branje et al., 2021; Christiaens et al., 2022). Critical period is usually related to some major change in a life of a person. A period of major transitions is usually accompanied by tensions between old and new identity roles, which in turn creates an identity crisis, precondition for identity formation (Erikson, 1968; Kunnen, 2009; Rubtsova, 2012). One of the critical periods in a life of adolescents is transitioning from elementary to high-school. In an attempt to assess these critical periods, Christiaens and colleagues (2022) constructed two questionnaires for measuring educational identity processes- The Educational Identity Processes Scale (EIPS). The first questionnaire is focused on measuring adolescents’ experiences before transition from elementary to secondary school (pre-transitioning period), while the second questionnaire is focused on their experiences after transitioning (post-transitioning period). Although first results indicate good psychometric qualities of the questionnaires, it is necessary to further validate the questionnaire on students from different educational systems. By focusing on a specific transitional period, it is possible to examine what proportion of adolescents actually have stable identity statuses, despite the expected conflicting roles. This study is a part of the doctoral thesis the main interest is identity formation of adolescents at the beginning of Secondary education, so we will be focused on post-transitioning period
Participation Outcomes One Year After Aneurysmal Subarachnoid Hemorrhage: Associations with Cognition, Coping, and Psychological Distress
No full textThis study evaluated participation outcomes one year after aneurysmal subarachnoid hem-
orrhage (aSAH) compared with matched healthy controls and identified factors associated
with participation within the patient group. Forty aSAH survivors and seventy-five con-
trols were assessed 12–14 months post-ictus. Participation was measured with the Utrecht
Scale for Evaluation of Rehabilitation–Participation (USER-P), psychological distress with
the Hospital Anxiety and Depression Scale (HADS), coping with the Brief COPE, and cog-
nition with the Montreal Cognitive Assessment (MoCA). Compared with controls, patients
reported greater participation restrictions (82 vs. 100, p < 0.001), lower frequency (35 vs. 51,
p < 0.001), and reduced satisfaction (65 vs. 75, p < 0.001). Anxiety, depression, and avoidant
coping independently predicted restrictions (adjusted R2 = 0.48), while satisfaction was
predicted by employment, fewer depressive symptoms, and less avoidant coping (adjusted
R2 = 0.52). Lower MoCA scores predicted reduced participation frequency (p = 0.032), and
patients with cognitive impairment showed significantly greater restrictions and lower
satisfaction. One year after aSAH, survivors experience substantial participation limitations
associated with psychological distress, maladaptive coping, and cognitive deficits. These
results underscore the importance of cognitive and psychological rehabilitation to enhance
long-term participation and social reintegration after aSAH
Evaluation of the effects of treatment based on semantic feature analysis in individuals with fluent aphasia
No full textАфазија знатно нарушава функционалност особе остављајући значајне последице на готово све аспекте свакодневног живота. Због тога се третману афазија поклања велика пажња. У литератури су обликоване различите методе и приступи третману. Емпријски подаци показују да метода анализе семантичких карактеристика појмова даје охрабрујуће резултате у побољшању језичких способности код особа са афазијом. Међутим, истраживања о ефектима ове методе спроведена су углавном на студијама случајева. С обзиром на то да на нашем говорном подручју досад није било студија овог типа, циљ нам је био да утврдимо ефекат методе третмана базиране на анализи семантичких карактеристика (АСК) појмова код пацијената са флуентним афазијама.Узорком је обухваћено 60 испитаника са афазијом флуентног типа, и то: 15 са Верникеовом, 15 са транскортикалном сензорном, 15 са кондуктивном и 15 са аномичком афазијом. Тестирање је спроведено пре третмана, непосредно након његовог завршетка и два месеца касније, коришћењем следећих тестова: Бостонски дијагностички тест за афазије, Бостонски тест именовања, Северозападна батерија за именовање, Пибоди тест сликовног речника, Токен тест, Палпа тест, Тест морфосинтаксичких способности, Тест читања речи, као и Скала за процену квалитета комуникативног живота.Резултати су показали да су испитаници са свим типовима флуентних афазија и свим облицима тежине афазија имали статистички значајно већа постигнућа на већини коришћених тестова, после завршеног третмана методом АСК појмова. Тако на пример, на Бостонском тесту именовања сви испитаници са афазијом имали су значајно већа постигнућа након завршетка третмана методом АСК појмова, као и два месеца након завршетка третмана χ²(2) = 83,63, p < 0,001...Aphasia represents a disorder that significantly impairs an individual’s functionality, leaving considerable consequences on nearly all aspects of daily life. Therefore, great attention is devoted to the treatment of aphasia. Various methods and approaches to treatment have been outlined in the literature. Research shows that the method of semantic feature analysis yields encouraging results in improving language abilities in individuals with aphasia. However, most studies on the effects of this method have predominantly been conducted as case studies. Given that no studies of this type have been conducted in our linguistic region so far, our aim was to determine the effect of the method based on semantic feature analysis in patients with fluent aphasias.The sample included 60 participants with fluent aphasia, as follows: 15 with Wernicke’s aphasia, 15 with transcortical sensory aphasia, 15 with conduction aphasia, and 15 with anomic aphasia. Testing was conducted before treatment, immediately after its completion, and two months later, using the following tests: Boston Diagnostic Aphasia Examinations (BDAE), Boston Naming Test (BNT), Northwestern Naming Battery (NNB), Peabody Picture Vocabulary Test, Token Test, PALPA, Morphosyntactic Ability Test (TMS), Word Reading Test, and the Quality of Communication Life Scale (QCL).The results indicated that participants with all types of fluent aphasia and all levels of aphasia severity achieved statistically significant improvements on most of the tests used after completing treatment with the Semantic Feature Analysis (SFA) method. For example, on the Boston Naming Test, all participants with aphasia demonstrated significantly higher achievements after completing the SFA method treatment, as well as two months after the treatment (χ²(2) = 83,63, p < 0,001)..
Academic outcomes of inclusive education in typically developing children
No full textIntroduction: The fact that inclusive education has existed in Bosnia and Herzegovina for twenty years opens the question of how it affects typically developing children, among other things. This paper aims to examine the differences in general knowledge and mathematics of typically developing students with regard to whether they attend classes that include students with intellectual disabilities or not, as well as to determine the relationship of their knowledge with teachers’ characteristics and the inclusiveness of schools they attend.
Methods: The sample included 331 students from 18 regular elementary school classes. The sample was divided into two subsamples – respondents who attended classes that included students with intellectual disabilities and respondents who attended classes that did not include any students with disabilities. The Peabody Individual Achievement Test – revised was used to assess general knowledge and mathematics, while My Thinking About Inclusion Scale, Bender Classroom Structure Questionnaire, Teacher Efficacy for Inclusive Practices, and Inclusive Process Evaluation Scale were used for assessing the teacher and school variables.
Results: No statistically significant difference was found between the two subsamples. The schools’ inclusiveness was related to better achievements of all respondents, mainly in terms of work organization. The examined teachers’ characteristics established different relationships with academic achievements in different subsamples.
Conclusion: Attending classes with a student with intellectual disability did not negatively affect the academic achievements of other students in class. The school’s inclusiveness in terms of work organization was positively related to the academic achievement of all students, while the relation of teachers’ characteristics with students’ achievements is a complex phenomenon that requires further research. Given the results obtained, to achieve better academic outcomes, teachers in classrooms attended by students with intellectual disability should be encouraged to use metacognitive and individualized teaching strategies. Furthermore, school principals and school administration would contribute to the success of all students by organizing the school on the principles of inclusion
Ex-prisoner fitting into working environment: Imputs for organizational context
No full textAlthough ex-prisoners face lower chances of obtaining and maintaining employment compared to many diversity groups (such as individuals with disabilities or ethnic and gender minorities), the movement to promote their re-entry into the workforce has emerged in the past two decades. Moreover, ex-prisoners contend with multiple disadvantages stemming from their past lives and experiences during their criminal careers. Most research has concentrated on preparing ex-prisoners for the labor market, while studies exploring the readiness of the organizational context for their re-entry are lacking. This work aims to examine the organizational diversity culture and climate related to the reintegration of ex-prisoners into the workplace, drawing on a literary review. Recommendations for diversity-related policies and practices concerning ex-prisoners, as well as broader societal implications, are discussed. The re-entry of ex-prisoners into the workforce extends beyond personal or group responsibility; it requires the engagement of the entire society
Vodič kroz literaturu o ukotvljavanju
No full textU osnovi efekta ukotvljavanja stoji nekoliko kognitivnih procesa koji imaju isti ishod
– konvergenciju numeričkih procena ka dostupnim, makar i arbitrarnim brojevima.
Efekat je robustan, trajan, lako se demonstrira i replicira, otporan je na ekspertizu i
intervencije i prisutan u različitim domenima. U radu su prikazane različite paradigme
ukotvljavanja i razmotreni moderatori efekta, kako oni koji se tiču same kotve i karakteristika
situacije suđenja i odlučivanja, tako i oni koji se tiču odlika donosioca sudova i
odluka. Prodiskutovani su i nužni i granični uslovi pojave fenomena, dat pregled postojećih
teorijskih modela i prikazane predložene tehnike za neutralizovanje efekta
Validation of Serbian version of the LittlEARS Early Speech Production Questionnaire for theassesment of early language development in tipicallydeveloping children
No full textAbstract
Objective: The LittlEARS® Early Speech Production Questionnaire (LEESPQ) was
developed to provide professionals with valuable information about children's earliest
language development and has been successfully validated in several languages. This
study aimed to validate the Serbian version of the LEESPQ in typically developing
children and compare the results with validation studies in other languages.
Methods: The English version of the LEESPQ was back-translated into Serbian. Par ents completed the questionnaire in paper or electronic form either during the visit
to the paediatric clinic or through personal contact. A total of 206 completed ques tionnaires were collected. Standardized expected values were calculated using a
second-order polynomial model for children up to 18 months of age to create a norm
curve for the Serbian language. The results were then used to determine confidence
intervals, with the lower limit being the critical limit for typical speech-language
development. Finally, the results were compared with German and Canadian English
developmental norms.
Results: The Serbian LEESPQ version showed high homogeneity (r = .622) and inter nal consistency (α = .882), indicating that it almost exclusively measures speech pro duction ability. No significant difference in total score was found between male and
female infants (U = 4429.500, p = .090), so it can be considered a gender independent questionnaire. The results of the comparison between Serbian and Ger man (U = 645.500, p = .673) and Serbian and English norm curves (U = 652.000,
p = .725) show that the LEESPQ can be applied to different population groups,
regardless of linguistic, cultural or sociological differences.
Conclusion: The LEESPQ is a valid, age-dependent and gender-independent ques tionnaire suitable for assessing early speech development in children aged from birth
to 18 month
Genome Editing Technologies as Powerful Tools in Food Engineering and Biotechnology
No full textAbstract. Food engineering designs sustainable and environmentally responsible food processes for manufacturing safe, tasty, healthy, and convenient food prod-ucts. Methods that target the inserted genes to exact sites within the genome of a living organism have been designed thus leading to a new era in biotechnology, and the introduction of genome editing technologies. The procedure of gene edit-ing is accomplished using nucleases engineered to target an explicit DNA se-quence and form DNA double-strand breaks thus allowing the consequent re-moval of existing DNA and the insertion of replacement DNA. There are various gene editing techniques, but irrespective of the specific technique used, all are grounded on the use of nucleases: zinc-finger nucleases, TALE nucleases, mega-nucleases, and CRISPR-associated endonucleases. Gene editing tools give a po-tential for a completely new approach in the production of crops with desirable genetic traits with many advances compared to technology used in genetically modified plants. Here we discussed genome editing technologies, advances and obstacles in their application in food engineering and biology, and further chal-lenges in their future development