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Music therapy in early childhood education and care
No full textGlazba je snažan medij koji neosporivo utječe na ljude i djecu od najranijih dana. Glazba ima brojne utjecaje na dječji razvoj koje je potrebno poticati u obiteljskom i predškolskom okruženju. Muzikoterapija je psihoterapijska metoda koja predstavlja profesionalnu uporabu glazbe u svrhu poboljšanja sveopćeg stanja čovjeka. Aktivnim i pasivnim metodama primjenjiva je u radu s djecom. Kako bi se produbio utjecaj glazbe, moguća je implementacija muzikoterapeutskih metoda u svakodnevni rad odgojne skupine. U ovom radu ispituju se stavovi studenata i odgojiteljica o važnosti glazbe, njezinom utjecaju, ispituje se upoznatost s muzikoterapijom te interes za istu. Istraživanje je provedeno anketnim upitnikom kod 80 studenata i 98 odgojiteljica. Ispitanici smatraju kako glazba ima pozitivan utjecaj na cjelokupni razvoj djeteta. Smatraju da je potrebno svakodnevno koristiti glazbu u radu kroz raznovrsne glazbene aktivnosti. Iako su djelomično upoznati s muzikoterapijom, odgojiteljice i studenti iskazuju interes za to područje, no navode kako ih manjak znanja, resursa i podrške sprječava u kvalitetnijem provođenju glazbenih aktivnosti i moguće implementacije muzikoterapije. Slažu se kako bi integracija muzikoterapije u okviru nastave studijskih programa ili u vrtić bila koristan i interesantan dodatak. Ispitanici su otvoreni za suradnju sa stručnjacima. Važna je edukacija i osposobljavanje odgojitelja za primjenu jednostavnijih muzikoterapijskih metoda u svakodnevnom radu s djecom. Uvođenje muzikoterapije u redovne odgojno-obrazovne programe može pridonijeti stvaranju cjelovitijih i harmoničnijih okruženja koja su osmišljena s ciljem podrške svim aspektima razvoja djeteta. S obzirom na sve navedeno, glazba se može promatrati ne samo kao umjetni ka forma, već i kao snažan alat za poticanje zdravog razvoja tijekom najranijih faza života. S obzirom na sve prednosti koje glazba nudi, od temeljne je važnosti da se njeno mjesto u obrazovnom sustavu dodatno u vrsti.Music is a powerful medium that undeniably affects people and children from the earliest days. Music has many influences on children's development that need to be encouraged in the family and preschool environment. Music therapy is a psychotherapeutic method that represents the professional use of music in order to improve the overall condition of a human. Active and passive methods are applicable in working with children. In order to deepen the influence of music, it is possible to implement music therapeutic methods in everyday work of the educational group. This paper examines the attitudes of students and educators about the importance of music, its influence, examines the familiarity with and interest in music therapy. The survey was conducted in 80 students and 98 educators. Respondents feel that music has a positive effect on the child's overall development. They feel that it is necessary to use music daily in their work through various musical activities. Although they are partially familiar with music therapy, educators and students express interest in the field, but say that lack of knowledge, resources and support prevents them from performing music activities better and possible implementation of music therapy. They agree that integrating music therapy into a college or kindergarten would be a useful and interesting addition. Respondents shall be open to cooperation with experts. It is important to educate and train educators for the application of simpler music therapy methods in everyday work with children. The introduction of music therapy into regular educational programmes can contribute to the creation of more integrated and harmonious environments designed to support all aspects of child development. In view of the above, music can be seen not only as an art form, but also as a powerful tool to encourage healthy development during the earliest stages of life. In view of all the advantages that music offers, it is essential that its place in the educational system be further strengthened
Psi u učenju engleskoga jezika
No full textThe inclusion of therapy dogs into the educational system offers numerous possibilities for enhancing children's learning experiences, particularly for those with developmental challenges. Numerous studies have shown that therapy dogs can reduce anxiety, increase motivation, and improve social interactions, creating a supportive and stress-free environment for both first and second language acquisition. The benefits of a therapy dog are powerful: they offer comfort, help children focus, push them to pursue social interactions, motivate them to improve, and help them regulate their emotional and mental state by offering companionship.
Second language acquisition (SLA) research puts an emphasis on the importance of creating a low-stress environment that will enable children to reach their full academic and social potential. Furthermore, therapy dogs help reduce language anxiety by offering children a calming presence that allows them to feel comfortable and not be afraid to make mistakes in communication and various activities.
Furthermore, first language acquisition studies have shown the same results. Therapy dogs help children on a psychological level. Their presence provides children with a nonjudgemental figure who is good at listening, which results in lower anxiety and stress levels when it comes to reading or speaking activities in front of other pupils.
However, implementing therapy dogs into education requires careful planning, including the selection of dogs, proper training, and establishing health and safety protocols. Despite challenges such as allergies and potential behaviour issues, well-planned therapy dog programs can create inclusive, supportive, and effective learning environments, significantly enhancing students' academic and emotional development.Uključivanje terapijskih pasa u odgojno-obrazovni sustav nudi brojne mogućnosti u poboljšanju iskustva učenja kod djece, posebice one s teškoćama u razvoju. Brojna su istraživanja pokazala da su terapijski psi sposobni smanjiti anksioznost, povećati motivaciju i poboljšati društvene interakcije, stvaraju i poticajno okruženje bez stresa za usvajanje materinskoga i stranoga jezika. Prednosti terapijskoga psa su ogromne: omogućuju udobnost, pomažu djeci da se usredotoče, potiču ih na društvene interakcije, motiviraju ih da se poboljšaju i pomažu im u reguliranju njihovog emocionalnog i mentalnog stanja nude i im društvo i potporu.
Dosadašnja istraživanja o usvajanju stranoga jezika stavljaju naglasak na važnost stvaranja okruženja s niskim stresom koje će djeci omogućiti dostizanje punoga akademskog i društvenog potencijala. Nadalje, terapijski psi pomažu smanjiti jezičnu tjeskobu nude i djeci umiruju u prisutnost koja im omogućuje da se osjećaju ugodno i da se ne boje pogriješiti u komunikaciji i raznim aktivnostima.
Istraživanja o usvajanju prvoga jezika pokazale su iste rezultate. Terapijski psi pomažu djeci na psihološkoj razini, odnosno pri usvajanju jezika. Njihova prisutnost daje djeci sugovornika koji je neutralan i dobar u slušanju, što rezultira nižom anksioznošću i razinom stresa kada su u pitanju aktivnosti čitanja ili govora pred drugim učenicima.
Međutim, uvođenje terapijskih pasa u obrazovanje zahtijeva pažljivo planiranje, uključuju i odabir pasa, odgovaraju u obuku i uspostavljanje zdravstvenih i sigurnosnih protokola. Unatoč izazovima kao što su alergije i potencijalni problemi u ponašanju, dobro planirani programi za terapijske pse mogu stvoriti inkluzivna, poticajna i učinkovita okruženja za učenje, značajno poboljšavaju i akademski i emocionalni razvoj učenika
Violence against and among children of preschool age
No full textU današnje vrijeme sve je značajniji porast nasilja nad i među djecom. Ovi oblici nasilja u fokusu su brojnih znanstvenika, ali i šire javnosti. Nasilje nad djecom može se definirati kao namjerno ozljeđivanje djeteta, prvenstveno od strane djetetove obitelji koja je najvažniji čimbenik u djetetovom životu. Različiti su oblici nasilja nad djecom, a kao najučestaliji navode se fizičko nasilje, emocionalno nasilje, seksualno nasilje i zanemarivanje. Dijete može biti izloženo i vršnjačkom nasilju.
Nasilje među djecom može se opisati kao oblik nasilnog ponašanja u kojem je naglašena razlika moći između počinitelja nasilja i žrtve. Postoje različiti oblici nasilja među djecom, a najčešći su fizičko i verbalno nasilje. Postoje dvije vrste nasilja koja se odnose na djecu, a to su nasilje nad djecom i nasilje među djecom.
Nasilje koje dijete doživljava u djetinjstvu najčešće ostavlja teške i dugotrajne posljedice u odrasloj dobi. Na sve oblike nasilja potrebno je djelovati odmah i što učinkovitije riješiti nastale probleme kako u budućnosti ne bi dolazilo do ponavljanja istih i/ili nastajanja novih.Nowadays, there is an increasing increase in violence againts and among children. These forms of violence are the focus of many scientists, but also of the general public. Violence against children can be defined as the intentional injury of a child, primarily by the child’s family which is the most important factor in a child's life. There are various forms of violence against children, and the most common are physical violence, emotional violence, sexual violence and neglect. A child may also be exposed to bullying.
Violence among children can be described as a form of violent behavior in which the difference of power between the perpetrator of violence and the victim is emphasized. There are various forms of violence among children, the most common being physical and verbal violence. There are two types of violence that apply to children, namely violence against children and violence among children.
The violence that a child experiences in childhood most often leaves severe and long-lasting consequences in adulthood. All forms of violence need to be acted upon immediately and as effectivelly as possible to solve the problems that have arisen so that in the future there is no repetition of the same and/or the emergence of new ones
Land art in Kindergarten
No full textLand art odnosno earth art ili pejzažna umjetnost je umjetnički pokret 1970 ih. Umjetnost land arta odlazi iz galerija i muzeja te razvija monumentalne projekte u pejzažu i slobodnom prostoru koji na umjetnički način mijenja i prilagođava, a da pritom ne utječe negativno na prirodu i okoliš. Osim naglaska na proces i vrijeme, važna značajka land arta je da se ne može shvatiti na osnovu jednog prizora. Land art može sa sobom donijeti i suradnju s prirodnim procesima, kao i preinaku, ili čak protuslovlje prirode, odnosno izraz modernističke želje za vlašću nad prirodom.
Land art u dječjem vrtiću umjetničko je izražavanje koje ujedinjuje dijete i prirodu na vrlo poseban način. Dijete ulazi u svijet mašte radom svojih ruku, koristi sve što nađe u prirodi te stvara unikatne kompozicije kao pravi umjetnik. Ovaj diplomski rad istražuje integraciju Land arta u dječji vrtić kao sredstvo za poticanje kreativnosti, istraživanja prirode i razvoja estetskog osjećaja kod djece. Kroz analizu relevantne literature, praksu i primjere uspješne implementacije Land arta u vrtićkom okruženju, cilj je naglasiti važnost ove umjetničke prakse u dječjem odgoju i obrazovanju. Rad također pruža smjernice i konkretne primjere aktivnosti koje se mogu provesti u vrtiću kako bi se Land art uspješno integrirao u pedagoški proces. Kroz dublje razumijevanje potencijala Land arta u dječjem vrtiću, nadam se da će ovaj rad pridonijeti širem prihvaćanju i uvođenju ovakve kreativne prakse u odgojno-obrazovne programe za najmlađe.Land art, also known as earth art or landscape art, emerged as an artistic movement in the 1970s. Departing from traditional gallery spaces, land art aimed to create monumental projects in landscapes and open spaces, transforming them in an artistic manner without negatively impacting nature and the environment. One of its significant features is its focus on process and time, and it often cannot be fully grasped in a single moment. Land art may involve collaboration with natural processes or even challenge the natural order, reflecting modernist desire to assert control over nature.
In a preschool setting, land art becomes a unique form of artistic expression that merges the child with nature in a special way. Children engage in imaginative exploration, using materials found in nature to create unique compositions akin to true artists. This thesis explores the integration of land art into preschool education as a means to foster creativity, explore nature, and develop aesthetic sensibilities in children. Through a review of relevant literature, practical examples, and successful implementations of land art in preschool environments, the aim is to underscore the importance of this artistic practice in early childhood education. Additionally, the thesis provides guidelines and concrete examples of activities that can be implemented in preschools to successfully integrate land art into the pedagogical process. By gaining a deeper understanding of the potential of land art in preschools, it is hoped that this thesis will contribute to wider acceptance and implementation of this creative practice in educational programs for the youngest learners
The influence of realy games on the heart rate of preschool children
No full textCilj ovoga rada bio je utvrditi kretanje pulsa djece predškolske dobi tijekom tri dana prije i nakon svakog pojedinog dijela sata tjelesne i zdravstvene kulture s naglaskom na štafetnim igrama. U istraživanju je sudjelovalo dvadesetoro djece i to deset djevojčica i deset dječaka, polaznika predškolske skupine u dječjem vrtiću u Krapinsko-zagorskoj županiji. Mjerenje frekvencije srca provodilo se uz pomoću mobilne aplikacije „Heart Rate Monitor“, a istraživanje je provedeno tijekom sata tjelesne i zdravstvene kulture. Sva su tri sata bila sadržajno ista, no ono što se na svakom satu mijenjalo bila je štafetna igra. Sve provedene štafetne igre spadaju u štafetne igre na znak, a uključivale su prenošenje rekvizita oko čunja, vođenje lopte guranjem po podu oko čunjeva te preskok preko prepreke, provlačenje kroz obruče i na kraju sunožni skok u obruče. Dobiveni rezultati potvrdili su početnu hipotezu da se e se puls djeci postupno povećavati nakon svakog oblika fizičke aktivnosti, da e u glavnom „B“ dijelu sata puls posti i svoj maksimum te da e se na kraju završnoga dijela sata frekvencija srca najviše spustiti.The aim of this work was to determine the movement of the heart rate of preschool children during three days before and after each part of the physical and health education class with an emphasis on relay games. Twenty children, ten girls and ten boys, participated in the research, attending a preschool group in a kindergarten in Krapinsko-zagorska County. Heart rate measurement was carried out with the help of the "Heart Rate Monitor" mobile application, and was carried out during the physical and health education class. All three hours were the same in content, what changed in each hour was the relay game. All conducted relay games are relay games on cue, and included passing the props around the cones, guiding the ball by pushing it on the floor around the cones, and jumping over the obstacle, pulling through the hoops, and jumping into the hoops with both feet. The obtained results confirmed the initial hypothesis that children's heart rate will gradually increase after each form of physical activity, that it will reach its maximum in the main "B" part of the class, and that it will decrease the most at the end of the final part of the class
Provođenje aktivnosti slušanja klasične i svjetovne glazbe uz pokret s djecom rane i predškolske dobi
No full textGlazba je prisutna u životu ljudi od davnina kroz razne rituale, svečanosti i običaje. Isto je tako glazba dio djetetova života i prije nego se rodi. Dok je u majčinom trbuhu, dijete čuje majčin glas, pričanje i pjevanje. Ona utječe na cjeloviti razvoj djeteta, na razvoj kreativnosti i mašte, na socijalne kompetencije te na stvaranje vlastite osobnosti. Glazba je umjetnost koja je u uskoj korelaciji s plesom. Dijete na zvuk najprije odgovara pokretom. Pokretima i plesanjem potiče se razvoj motoričkih vještina i kognitivno funkcioniranje. Glazba i ples su dvije umjetnosti koje zajedno djeluju na odgoj djeteta rane i predškolske dobi. Kada se govori o glazbenom ili plesnom odgoju, bitno je znati kojim glazbenim djelima se treba izlagati djecu. To bi trebala biti djela koja su umjetnički vrijedna i kvalitetna. Veza između glazbe i plesa očituje se u aktivnom slušanju glazbe. Aktivnosti aktivnog slušanja glazbe uz pokret pozitivno utječu na stvaranje samopouzdanja i samopoštovanja kod djece rane i predškolske dobi. Također utječe i na razvoj motoričkih, glazbenih, dramskih i scenskih vještina. U ovome je radu cilj bio provesti aktivnosti aktivnog slušanja glazbe uz pokret na klasičnu i na svjetovnu/modernu glazbu. Te se aktivnosti provode na način da su u glazbeno djelo integrirani priča i ples. Cilj je bio uvidjeti koliko su djeca prema dobi i spolu zainteresirana za provedbu ovakvih aktivnosti. Također, iz polustrukturiranih intervjua s odgojiteljima, cilj je bio uvidjeti kakve se sve glazbene aktivnosti provode u odgojnim skupinama te u kojoj se mjeri provode aktivnosti aktivnog slušanja glazbe uz pokret.Music has been present in human lives since ancient times, through different rituals, ceremonies and traditions. In the same way, music is a part of a child's life even before its birth. While in its mother's belly, the child hears its mother's voice, talking and singing. The music affects the child's development as s whole, it affects development of creativity and imagination, social skills and on formation of a personality. Music is an art in close corelation with dancing. The fisrt way a child reacts to sound is through movement. Movement and dancing encourage development of motoric skills and cognitive funcioning. Music and dance are two art forms that affect upbringing of children of early and preschool age. When talking about musical or dance upbringing, it is important to know which musical pieces to expose children to. Those pieces should be artistically valued and of good quality. The connection between music and dance is revealed in active listening of music. Activities of active listening of music with movement positively affect formation of confidence and self – esteem when it cmes to children of early and preschool age. It also affects the development of motoric, musical, dramatic and scenic skills. The goal of this paper was to carry out activities of active listening of music with movement on classical and contemporary music. Those activities are carried out by integrating story and dance into music. The goal was to see how interested the children would be in these activities based on their gender and age. Another goal was to see which musical activities are being carried out in educational groups and in which amount are the activities of active listening to music being carried out, from semistructured interviews with preschool teachers
Art Activities With Didactically Unshaped Materials In Kindergarten
No full textOvaj rad istražuje upotrebu likovnih aktivnosti s didaktički neoblikovanim materijalima u dječjem vrtiću. Fokus je na kreativnom procesu koji potiče razvoj dječje mašte, motoričkih sposobnosti te emocionalnog i socijalnog razvoja. Analizira se važnost korištenja različitih materijala poput papira, tkanine, otpadnog materijala i drugih, te kako takve aktivnosti doprinose cjelokupnom razvoju djeteta. Osim toga, razmatraju se metode i tehnike koje odgajatelji mogu primijeniti kako bi potaknuli kreativnost i izražavanje djece kroz likovne aktivnosti. Kroz primjere i studije slučaja, ističu se prednosti takvog pristupa u dječjem odgoju i obrazovanju.This paper explores the use of art activities with non-moldable didactic materials in kindergarten settings. It focuses on the creative process that fosters the development of children's imagination, motor skills, and emotional and social growth. The importance of utilizing various materials such as paper, fabric, recycled materials, and others is analyzed, along with how such activities contribute to overall child development. Additionally, methods and techniques that educators can employ to encourage children's creativity and expression through art activities are discussed. Through examples and case studies, the benefits of this approach in early childhood education are highlighted
Children at risk of abuse and neglect
No full textZlostavljanje i zanemarivanje djece uzrokovano je brojnim čimbenicima individualnim i obiteljskim, koji su međusobno povezani te isprepleteni na razini zajednice i društva. Zanemarivanje i zlostavljanje djece ostavlja ozbiljne i teške posljedice na dijete, a to pokazuju i istraživanja koja se posljednjih desetljeća sve više bave ovom problematikom. Odgojitelji imaju ključnu ulogu u zaštiti djece rane i predškolske dobi od zlostavljanja i zanemarivanja. Profesija odgojitelja podrazumijeva praktičara koji ima razvijene kompetencije za ovo iznimno osjetljivo područje, te razvijenu odgovornost za mogu e posljedice koje iskustvo nasilja može imati za dijete. Kompetentno djelovanje temeljeno na relevantnim teorijskim spoznajama, uz postupanje u skladu sa zakonskim pravilima i etičkim standardima, ini okvir odgojiteljevog djelovanja. Ovaj rad daje pregled teorija i istraživanja o rizičnim i zaštitnim čimbenicima za zlostavljanje i zanemarivanje djece i značajnoj ulozi odgojitelja djece rane i predškolske dobi.Child abuse and neglect may be caused by numerous individual and family factors that are interconnected and intertwined at the community and societal levels. There might be serious and severe consequences of child neglect and abuse for children, as evidenced by research that has increasingly focused on this issue in recent decades. Teachers play a key role in protecting early childhood and preschool aged children from abuse and neglect. Hence, early childhood education and care profession requires practitioners with highly developed competences in this extremely sensitive area, and a developed responsibility for any consequences that violence might have on children. Competent response based on relevant theoretical knowledge, in accordance with legislation and ethical standards, forms the framework for an ECEC teacher’s activity. This paper provides an overview of theories and research on risk and protective factors for child abuse and neglect, as well as the importance of ECEC teachers
Encouraging Early Literacy In A Multilingual Educational Context
No full textVišejezičnost je sposobnost upotrebe više jezika, a najčešće se razvija od ranog djetinjstva kao posljedica socijalnih ili kulturoloških čimbenika. Okolinski uvjeti uvelike utječu na razvoj materinskog i drugog odnosno stranog jezika kod djece. Pismenost podrazumijeva djetetovu spremnost za čitanje i pisanje, a usvajanjem više jezika razvijaju se i kompetencije koje pozitivno utječu na djetetov govorno- jezični razvoj. Sve je veća potreba za višejezičnim opismenjavanjem, stoga su vaţni kvalitetni poticaji putem kojih će dijete lakše usvojiti pojedini jezik uz roditelje kod kuće ili odgojitelje u vrtiću. Temeljni cilj ovog rada bio je provesti kvalitativno istraţivanje kojim će se saznati na koji način odgojitelji u vrtiću potiču ranu pismenosti kod djece kojoj hrvatski jezik nije materinski. Istraţivanjem se dobio uvid u poticajno okruţenje, teškoće i izazove odgojitelja koji provode odgojno-obrazovni rad s višejezičnom djecom.Multilingualism is the ability to use several languages, and it usually develops from early childhood as a result of social or cultural factors. Environmental conditions greatly influence the development of the native language and the second or foreign language in children. Literacy implies the child's readiness to read and write, and by acquiring several languages, competences are developed that have a positive effect on the child's speech and language development. There is an increasing need for multilingual descriptions, therefore, quality incentives are important, through which the child will more easily acquire a particular language with parents at home or educators in kindergarten. The basic aim of this paper was to conduct a qualitative research to find out how kindergarten teachers encourage early literacy with children whose native language is not Croatian. The research gives an insight into the stimulating environment, difficulties and challenges of educators who carry out educational work with multilingual children
Physical activity and quality of life of first-year students of Faculty of Teacher Education
No full textCilj istraživanja bio je usmjeren na istraživanje doživljaja kvalitete života studenata prve godine Učiteljskog fakulteta i provjeru metrijskih svojstava The Kidscreen – 27 upitnika na dobnoj skupini za koju ina e nije konstruiran. Istraživanje je provedeno na uzorku od sedamdeset studenata prve godine Učiteljskog fakulteta. U uzorku su prevladavale studentice, njih čak šezdeset dvije i osam studenata. Od spomenutoga uzorka pedeset i jedan student ranije se bavio nekom kineziološkom aktivnošću, a nakon upisa na fakultet, trideset sedam studenata je uključeno u neku kineziološku aktivnost. Deskriptivni parametri čestica upitnika pokazali su da je odnos s prijateljima i obitelji, slobodno vrijeme te opće raspoloženje čimbenici koji opisuju pozitivan doživljaj kvalitete života. Studenti procjenjuju svoje zdravlje i fizičku aktivnost srednjim vrijednostima. Iako rezultati faktorske analize nisu izlučili tzv. ,, iste'' faktore kvalitete života, na temelju čestica čije su visoke vrijednosti projicirane na faktore može se reći da studenti pozitivno doživljavaju kvalitetu života kroz pomoć prijatelja (0.80) vrijeme provedeno s prijateljima (0.83), razinu funkcionalnih sposobnosti (mogućnost trčanja) (0.88), količinu tjelesne aktivnosti (0.77) i mogućnosti razgovora s roditeljima (0.77) kao i niskom razinom bezvoljnosti (-0.76). S druge strane, negativna percepcija kvalitete života iskazana je niskom razinom tjelesne forme (-0.88), niskom razinom energije (-0.83), visokom procjenom nezadovoljstva samima sobom (-0.77), niskom razinom doživljaja sreće na fakultetu (-0.86) i slabim pračenjem nastave (-0.81).The objective of this research was to examine first-year students' experiences regarding quality of life at the Faculty of Teacher Education and to assess the metric properties of the KIDSCREEN-27 questionnaire for an age group for which it was not originally designed. The study involved a sample of seventy first-year students from the Faculty of Teacher Education, predominantly female, with sixty-two female and eight male participants. Among the participants, fifty-one students had previously engaged in kinesiology activities, and thirtyseven continued these activities after enrolling in the faculty. Descriptive statistics of the questionnaire items indicated that relationships with friends and family, leisure time, and overall mood contribute positively to students' quality of life. Students rated their health and physical activity at average levels. Although factor analysis did not identify distinct "pure" quality of life factors, items with high factor loadings suggest that students perceive their quality of life positively through support from friends (0.80), time spent with friends (0.83), functional abilities (ability to run) (0.88), the amount of physical activity (0.77), communication with parents (0.77), and a low level of lethargy (-0.76). Conversely, a negative perception of quality of life was associated with low levels of physical fitness (- 0.88), low energy levels (-0.83), high self-dissatisfaction (-0.77), low happiness at university
(-0.86), and poor class attendance (-0.81)