1,721,001 research outputs found
Fear of missing out and emerging adults
Get PDFThe thesis deals with the fear of missing out in emerging adulthood. It's main focus is an emerging adult and their perception of the FOMO phenomenon, along with its reflection in their behaviour, way of thinking and feeling.
The first part includes an explanation of the emerging adulthood development period, while presenting arguments in favour of the establishment of this new period and describing how it differs from other development periods. In the context of the digital media evolution, internet and social networks, the author warns about the problem of excessive use of mobile phone. She writes about the reasons for social media usage and the threats that new technological inventions may present. The theoretical part ends with a presentation of the FOMO phenomenon.
The empirical part of the thesis is based on narratives of six emerging adults. It presents their experience with FOMO and their way of dealing with it. It describes how FOMO reflects in the daily life of emerging adults. The results show that the environment, society and the feeling of being accepted by the society are important factors of emerging adults' well-being. Individuals share that when using social networks they often feel like they need to compete with their posts, which also leads to fear that others are having more rewarding experiences than themselves
Identity positions of Slovenian adolescents in relation to their parents\u27 parenting style
No full textV magistrskem delu smo želeli ugotoviti, ali obstajajo povezave med identitetnim položajem slovenskih dijakov_inj in vzgojnim stilom njihovih staršev. V teoretičnem delu smo najprej opredelili glavne pojme – mladostništvo, identiteto in identitetne položaje po avtorju Jamesu Marcii ter vzgojne stile po avtorici Diane Baumrind. Nato smo v empiričnem delu raziskali povezavo identitetnega položaja dijakov_inj z vzgojnim stilom njihovih staršev, k temu pa smo dodali še nekatere druge spremenljivke, kot so starost, spol, zaključni učni uspeh dijakov_inj in socialno-ekonomski status družine. V kvantitativni raziskavi smo uporabili dva ločena vprašalnika: vprašalnik starševske avtoritete PAQ (Alkharusi idr., 2011) in vprašalnik identitetnih položajev po Marcii EOM-EIS2 (Nwe Oo, 2015). V raziskavo so bili vključeni dijaki in dijakinje dolenjskih srednjih šol, ki obiskujejo programe srednjega strokovnega ali poklicnega tehniškega izobraževanja. V celoti je vprašalnik za ugotavljanje starševskega vzgojnega stila izpolnilo 198 (100 %), vprašalnik za prevladujoč identitetni položaj pa 177 (89,4 %) dijakov_inj.
Rezultati so pokazali, da se vsak starševski vzgojni stil v pozitivni smeri statistično značilno povezuje z vsaj enim identitetnim položajem. Pri avtoritativnem stilu vzgoje je bila potrjena statistično pomembna povezava z zrelim identitenim položajem, pri avtoritarnem stilu povezava z razpršenim in privzetim identitetnim položajem ter moratorijem, pri permisivnem stilu pa z dvema identitetnima položajema – razpršenim in privzetim. Dokazali smo tudi statistično značilne razlike med spoloma pri stilu vzgoje ter identitenem položaju dijaka_inje: pri avtoritarnem in permisivnem stilu vzgoje ter pri razpršenem in privzetem identitetnem položaju – povsod so višje rezultate dosegli dijaki moškega spola. Statistično pomembne razlike pa se v večini niso pokazale med mlajšimi in starejšimi dijaki_njami, razen pri avtoritarnem stilu vzgoje, ki je bil bolj zastopan pri mlajši skupini. Ugotovili smo tudi negativno statistično pomembno povezavo šolskega uspeha dijakov_inj z avtoritarnim in permisivnim vzgojnim stilom, ravno tako tudi z večino identitenih položajev – razpršenim, privzetim in moratorijem. Statistično značilne razlike smo dokazali tudi v socialno-ekonomskem statusu družin z avtoritativnim ter permisivnim vzgojnim stilom. Pri identitetnih položajih se statistično pomembne razlike glede na socialno-ekonomski status družine niso pokazale.
Rezultati naše raziskave lahko znatno prispevajo k razumevanju trenutnega identitetnega položaja mladostnikov in širšega okolja, v katerem odraščajo. Slednje lahko strokovnim delavcem omogoča bolj premišljeno pedagoško delovanje, odziv in izbiro intervencij.In this master\u27s thesis, we wanted to find out whether there are connections between the identity positions of Slovenian students and the parenting styles of their parents. In the theoretical part, we first defined the main concepts – adolescence, identity, and identity positions according to the author James Marcia, and parenting styles according to the author Diane Baumrind. In the empirical part, we researched the connection between the identity positions of students and the parenting styles of their parents, while including some other variables, such as age, gender, final academic achievement of students, and the socio-economic status of the family. In the quantitative research, we used two separate questionnaires: the Parental Authority Questionnaire PAQ (Alkharusi et al., 2011) and the Marcia Identity Positions Questionnaire EOM-EIS2 (Nwe Oo, 2015). The research included male and female high school students in the Dolenjska region who are attending programs of upper secondary vocational education and upper secondary technical education. A total of 198 students (100%) completed the questionnaire measuring parental style, while 177 students (89.4%) completed the questionnaire measuring dominant identity position.
The results showed that each of the parenting styles is statistically significantly associated in a positive direction with at least one of the identity positions. In the case of an authoritative parenting style, a statistically significant association with a mature identity position was confirmed. For the authoritarian parenting style, we proved the connection with the diffusion status, foreclosure status, and moratorium, while for the permissive parenting style, we proved a connection with two identity positions – diffusion status and foreclosure status. We also proved statistically significant differences between genders in parenting styles and identity positions of students: in the case of authoritarian and permissive styles of parenting, as well as in the diffuse and foreclosure identity positions – higher results were achieved in all categories by male students. In most cases, statistically significant differences were not found between younger and older students except with authoritarian parenting style, which was more prevalent among younger students. We also found that there is a negative, statistically significant correlation between the academic achievements of students and authoritarian and permissive styles of parents, as well as with the most identity positions – diffuse, foreclosure, and moratorium. We also proved statistically significant differences between the socio-economic status of the family in authoritative and permissive parenting styles. In the case of identity positions, statistically significant differences regarding the socio-economic status of the family did not emerge.
The obtained results can significantly contribute to the understanding of the current identity positions of adolescents and the broader environment in which they are growing up. The latter can enable professionals to apply more thoughtful pedagogical actions and responses and make better intervention choices
Expression of basic emotions in primary students with Autism Spectrum Disorder
Get PDFEmotions play a significant role in everyday life. They guide our thinking, behaviour, motivation, and decisions. Since emotions are strongly present also in the school environment, it is crucial that professionals are aware of their importance, try to understand them and accept the students’ emotions. Children with autism spectrum disorder (hereinafter ASD) who have specific deficits in the socio-emotional aspects are also included in educational institutions, so it is important that professionals know their characteristics, accept them and help them overcome behavioural and emotional difficulties.
In the master’s thesis, the analysis was made of the basic emotions that appear in students with ASD in the first five grades of the adapted program with a lower educational standard (hereinafter AP with LES) in class and during breaks. The author tried to determine which situations trigger emotions and whether these situations are more frequently related to persons or objects. Further research questions were whether students with ASD are able to recognize basic emotions with the help of pictorial material, describe them and identify trigger situations related to these emotions, and whether they know which strategies help them manage intense, unpleasant emotions. For the purpose of this research, observations in the natural environment and semi-structured interviews were conducted. The observations were performed with the help of the observation scheme Students’ emotions in the classroom (Smrtnik Vitulić and Prosen, 2017) and they included several students in the first five classes of AP with LES in five different institutions in Slovenia. From the initial sample, students who were diagnosed with ASD or with ASD and other associated disorders were selected. An interview based on the research questions and scientific literature was carried out with four students with ASD.
The results of the research showed that students with ASD experience all the basic emotions in the school environment. Most often, they experience joy, followed by anger, fear and sadness. Joy was largely related to interesting learning material, aid, or method. Anger most often occurred because of an unfulfilled desire of a student with ASD, while fear usually appeared because of expectation of failure. Sadness was triggered in equal measure by the loss of an important object (e.g. toy), worse results than those of classmates, a teacher’s rebuke, and by an unfulfilled desire. Joy was more often caused by an object while anger occurred more often because of another person. Fear was more frequently experienced because of an object, and sadness appeared in equal amount because of a person or an object. Students with ASD were most successful in recognizing and naming joy on pictorial material and less successful in recognizing unpleasant emotions. The nonverbal cues by which they recognized the emotion were described very differently by the students and only one described the nonverbal cues for all the emotions. Three students with ASD described trigger situations for the emergence of all emotions on pictorial material, and one student described one situation. They were less successful in describing situations that trigger their own emotions, as only one student described situations for all basic emotions. Three students identified that when experiencing intense, uncomfortable emotions, a teacher or mother helps them or they calm down while playing. The obtained results offer a better insight into the emotions of students with ASD and their comprehension of these emotions. The master’s thesis provides special pedagogical profession in Slovenia with new knowledge about emotions of children with special needs and raises new questions for further research
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Social pedagogues' views on the reflection of their own practice in primary school
Get PDFThe purpose of this master thesis was to find out how social pedagogues, who work in primary school counselling service, reflect their own working practice and what the reflection means to them. In theoretical part we present different methods of reflection practicing, important aspects of learning about the process of reflection, the elements of reflective thinking and activities as well as the main areas of school counselling service. The empirical part is based on qualitative approach. The sample consisted of six counselling workers – social pedagogues, with whom semi – structured interviews were made. The results of content data analysis have shown that social pedagogues reflect in different ways, including group as well as individual reflection. They do group reflection with their co – workers, within professional teams or they talk to their former academy classmates whereas individual reflection is based on the observations and findings which appear within the conversation with a co – worker and is written down in their notebooks. The reflection enables them a relief, experimental learning and is also used as a method of one's own personal professional development. They cover the areas of work of school counselling service, apart from work with external institutions. The content of reflection also includes thinking of one's own virtues, competences and fears. All interviewees have gained the knowledge on different ways of reflection practicing during the process of social pedagogy study. The results have also shown the role of head teacher as the most important in enabling reflection in school. The majority of schools where they work strives to develop the school as a learning community.
The interlocutors point out the desire for supervision, which is not provided to them within the school
Emotion experiences and emotion regulation by social pedagogues working in primary schools
Get PDFPedagogical workers play an important role in academically educating students and enhancing students’ emotional and social skills so that individual students can function successfully in society. Thus, it is of great help if pedagogical workers are also emotionally competent- having the ability to recognise and understand their own and others’ emotions and regulate them in various circumstances. Unfortunately, the paucity of appropriate pedagogical resources on how emotions and emotion regulation (ER) strategies matter in an educational environment can leave pedagogical workers unprepared for modifying emotional responses and cause distress and unpleasant emotional experience at their work. In this current study, 42 social pedagogues who work in primary schools in Slovenia completed an online survey aimed to assess the intensity of their emotional experience, the use of the selected emotion ER strategies, emotion and ER knowledge, working load (i.e., number of students they daily work with) and the professional phase they perceive themselves in.
Findings indicate that joy, pride and love are the most intensely experienced emotions and social support is the most frequently used ER strategy among social pedagogues. In contrast, substance use is the least frequently used ER strategy in social pedagogues. Furthermore, the intensity of anger, exhaustion and hopelessness were positively correlated with the use of several ER strategies: situation selection, suppression, comfort eating, substance use, and experiential avoidance and negatively correlated with a cognitive reappraisal of the meaning of an event and situation modification. Also, previous knowledge of emotions and ER strategies of social pedagogues were highly and positively associated with pleasant emotions’ intensity and more adaptive ER strategies’ use. Other significant findings are about social pedagogues' workload and career phases in relation to their emotional experience and chosen ER strategies. Based on the results, the social pedagogues’ workload is positively correlated with the use of comfort eating, substance use, situation selection and cognitive reappraisal. Social pedagogues recognising themselves in career development phases, which include affirmative actions and positive attitudes towards the profession, are more prone to experience pleasant emotions, while those recognising themselves in career phases related to negative attitudes and behaviours towards the profession are more likely to experience unpleasant emotions. Implications based on this quantitative data may help raise awareness of the importance of pedagogical workers’ emotional experience and regulation strategies in educational settings
Primary school children\u27s emotional expression during integration of creative movement into the classroom
No full textNamen magistrskega dela je bil ugotoviti, ali se pojavi več prijetnih čustev pri učencih, kadar pri učnih urah uporabljamo metodo ustvarjalnega giba, v primerjavi s poukom, ki ustvarjalnega giba ne vključuje ter zlasti ugotavljanje značilnosti pojavljanja čustva veselja: na kakšen način, v katerih situacijah in kako intenzivno izbrani učenci izražajo veselje. Zanimalo me je tudi, kako so z učnimi urami zadovoljni vsi učenci. Teoretični del obravnava splošne značilnosti čustev, posebej so predstavljene značilnosti posameznih temeljnih čustev. Največji poudarek je na temeljnem pozitivnem čustvu veselju. Analizirala sem tudi metodo ustvarjalnega giba in pojasnila prednosti takega poučevanja. Empirični del obsega predstavitev dela raziskave Pomen ustvarjalnega giba za različna področja razvoja pri učencih razredne stopnje, ki jo je izvedel tim Pedagoške fakultete Univerze v Ljubljani. Podrobno je predstavljen in analiziran tisti del raziskave, ki se navezuje na čustvovanje otrok v drugem razredu osnovne šole.
V raziskavo je bilo vključenih pet razredov drugošolcev (N = 116), od tega je bilo 73 učencev v eksperimentalni skupini, ki je bila deležna poučevanja z metodo ustvarjalnega giba in 43 v kontrolni skupini brez ustvarjalnega giba. Med vsemi učenci smo študentke s pomočjo Opazovalne sheme čustev natančneje opazovale 20 naključno izbranih učencev, štiri iz vsakega razreda, splošno zadovoljstvo pa smo ugotavljale pri vseh učencih s pomočjo Lestvice trenutnega počutja.
Rezultati so pokazali, da je pri vseh učencih najpogosteje izraženo čustvo veselje. Le tega so učenci izražali na različne načine. Pri učnih urah, kjer je bil prisoten ustvarjalni gib, so veselje najpogosteje izražali z nasmehom, odprtimi usti in medmeti, v kontrolni skupini pa z nasmehi, vzkliki in komentarji. Največkrat so v obeh skupinah izraze veselja sprožile dejavnosti, v eksperimentalni skupini pa še nastop in socialne interakcije, medtem ko so v kontrolni skupini učenci izražali veselje pogosteje še ob svojih idejah, zmagi in humorju. Dobljeni rezultati nakazujejo več pojavljanja veselja ob socialnih interakcijah v eksperimentalni skupini in ob samostojnih dosežkih v kontrolni skupini. Rezultati so pokazali, da izbrani učenci, ki imajo pouk popestren z metodo ustvarjalnega giba, močneje izražajo čustvo veselje. Pri zadovoljstvu učencev pa sem ugotovila, da med učenci eksperimentalne in kontrolne skupine ne prihaja do pomembnih razlik v zadovoljstvu med učnimi urami. Takšni rezultati so najbrž odraz izredno zanimivih in pestrih učnih ur v obeh skupinah.The master\u27s thesis focuses on emotions which arise in class when utilizing the creative movement method. The aim of the paper is to examine whether lessons employing the method induce more positive feelings with students, as opposed to lessons in which the creative movement method is not used. The theoretical part of the thesis surmises general features of emotions, with the emphasis on the qualities of individual basic emotions. The main focus is on the positive basic emotion of joy. The paper continues with an overview of emotional development in regard to the age and entails descriptions of emotions that primary school students express. We analyze the creative movement teaching method and elaborate on the advantages of utilizing it.
The empirical part of the thesis includes an overview of the research project, Importance of Creative Movement in Different Development Stages of the First Level Primary School Students, which was conducted by the Faculty of Education, University of Ljubljana. The part of the research, which focuses on the emotions of the 2nd grade primary school students, is prominently featured and analyzed. The survey included 116 2nd grade students that participated in the survey. Students were divided into the experimental (73 students) and control (43 students) group.
The purpose of the research was to establish whether students show more positive feelings when the creative movement method is utilized, than during the lessons that do not use that method. During the survey we tried to recognize the feelings that are expressed by students in the lessons which employ the creative movement method, and observe how the students respond to such lessons. Furthermore, we tried to identify the situations that heighten the feeling of joy, as well as measure the levels of intensity of the emotion. To obtain the results, we used the Current mood scale and the Observational scheme of emotions. The results reveal that students the most frequently expressed a positive feeling is joy, in both groups. The students in the experimental group expressed the emotion of joy more prominently, mostly with smiles, open-mouth expressions, and interjections. The control group expressed their joy the most frequently with smiles, cheers and in-class comments. The experimental group was most likely to engage in showing joy in instances of activities, performance and social interaction, while the control group expressed joy during activities, but more frequently also when sharing their ideas, winning, and humor. We can surmise that the expressions of joy, in the experimental group, were triggered due to the application of the creative movement method. The students in the experimental group displayed the emotion of joy more frequently as result of group achievements, while the students in the control group also displayed the emotions, yet these emotions were more frequently the results of the individual achievements. Results also show no differences in the contentedness of all students during lessons.
The empirical part of the thesis reveals that both utilized methods prominently encourage students to express the emotions of joy
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