Povzetki

Merske značilnosti slovenske oblike vprašalnika usmerjenosti k sreči OTH

Povzetek: V članku sva preverjali merske značilnosti Vprašalnika usmerjenosti k sreči OTH (Peterson, Park in Seligman, 2005), ki meri tri različne načine doseganja sreče, to je preko užitka (hedonizem), smisla (eudaimonia) in vpletenosti (zanos). Vprašalnik je bil v več korakih preveden v slovenščino (dva neodvisna strokovna prevoda, usklajevanje, prevod nazaj v angleščino, usklajevanje). 1064 udeležencev, starih od 18 do 91 let, je poleg usmerjenosti k sreči poročalo še o zadovoljstvu s svojim življenjem. Konfirmatorna faktorska analiza je pokazala mejno sprejemljivo prileganje naših podatkov predpostavljenemu trifaktorskemu modelu. Rezultati so pokazali tudi  zadovoljivo notranjo skladnost vseh treh lestvic (alfa koeficienti od 0,70 do 0,83) ter ustrezno visoko povezanost med posameznimi postavkami in skupnimi rezutlati na pripadajočih lestvicah. Dobljeni koeficienti interkorelacije so pokazali nizko povezanost med usmerjenostjo k užitku in usmerjenostjo k smislu ter zmerno povezanost usmerjenosti k vpletenosti z obema ostalima usmerjenostima. Moški in ženske se med seboj niso statistično pomembno razlikovali v samoocenah usmerjenosti k sreči, starost udeležencev pa je bila statistično pomembno, vendar nizko povezana z nižjo usmerjenostjo k užitku. Ob upoštevanju demografskih značilnostih udeležencev sta usmerjenosti k užitku in k vpletenosti pomembno izboljšali napoved zadovoljstva z življenjem. Rezultati tudi kažejo, da so s svojim življenjem najbolj zadovoljni tisti posamezniki, ki so se razmeroma visoko ocenili na vseh treh lestvicah usmerjenosti k sreči.

Psychometric properties of the Slovene version of the Orientations to Happiness Questionnaire

Abstract: The Orientations to Happiness Questionnaire (OTH; Peterson, Park in Seligman, 2005) measures three routes to happiness: life of pleasure (hedonism), life of meaning (eudemonia) and life of engagement (flow). The questionnaire was adapted to Slovene in several steps (two independent translations by experts, reaching agreement, retranslation; modification) and its psychometric properties were examined with 1064 participants, aged 18 to 91 years. The participants also rated their satisfaction with life. Confirmatory factor analysis indicated adequate fit of the expected three-factor model. Results showed satisfactory internal consistency of the three scales (alpha coefficients ranged from 0.70 to 0.83) and satisfactory item-total correlations. Inter-correlation coefficients suggested low associations between orientation to pleasure and orientation to meaning, while orientation to engagement was moderately related to the other two orientations to happiness. Men and women did not differ statistically significantly in their self-reported orientations to happiness, while age of the participants had a significant, though small negative effect on orientation to pleasure. After accounting for demographic characteristics orientations to pleasure and engagement significantly improved the prediction of subjective life satisfaction. Results also indicate that satisfaction with life was highest in participants relatively high on all three orientations to happiness.

Starostne razlike in razlike med spoloma v agresivnosti slovenskih učencev in dijakov

Ana Kozina
Pedagoški inštitut

Povzetek: V raziskavi smo preučevali razlike v agresivnosti med spoloma in med različnimi starostnimi skupinami na vzorcih slovenskih učencev in dijakov. Zajeti so bili trije reprezentativni vzorci: mlajši učenci (učenci 4. razreda osnovne šole), starejši učenci (učenci 8. razreda osnovne šole) ter dijaki (dijaki 4. letnikov programov splošne mature). Analize so temeljile na rezultatih lestvice agresivnosti LA, ki meri splošno agresivnost in štiri specifične vrste agresivnosti: telesna agresivnost (TA), besedna agresivnost (BA), notranja agresivnost (NA) in agresivnost v odnosu do avtoritete (AA). Z dvosmerno analizo variance smo ugotovili pomemben učinek spremenljivk spola, starosti ter pomembne učinke interakcije obeh spremenljivk (spol in starost) na agresivnost učencev in dijakov. Ugotovili smo pomembne razlike med spoloma v skupini starejših učencev in v skupini mlajših učencev, ne pa tudi dijakov. Učenci, tako starejši kot mlajši, so bili bolj agresivni v primerjavi z učenkami. Starejši učenci so bili v primerjavi z mlajšimi učenci bolj besedno agresivni, bolj telesno agresivni, bolj notranje agresivni in bolj agresivni v odnosu do avtoritete. Dijaki so bili v primerjavi z obema skupinama učencev manj telesno agresivni, manj besedno agresivni, bolj notranje agresivni, v agresivnosti v odnosu do avtoritete pa so se nahajali med obema skupinama učencev. Vzorec razlik med različnimi skupinami je skladen z izsledki strokovne literature, ki ugotavljajo višjo agresivnost pri moškem spolu in različne razvojne poti za različne vrste agresivnosti, kar so potrdili tudi naši podatki. Raziskava je podala pomembne primerjave agresivnosti na slovenskih vzorcih in obenem odprla nova raziskovalna vprašanja, vezana predvsem na merjenje in preverjanje bolj posrednih oblik agresivnosti, ki so značilnejše za ženski spol in dijake.

Age and gender differences in aggression of Slovene elementary and secondary school students

Abstract: The study examined age and gender differences in aggression using three representative samples for Slovenia: 4^th grade elementary school students; 8^th grade elementary school students; 4^th grade secondary school students in Matura programs. The results were based on the LA aggression scale that measures general aggression and four specific types of aggression: physical aggression (TA), verbal aggression (BA), internal aggression (NA) and aggression towards authority (AA). Based on the results of two-way ANOVA we found important effects of age, gender and their interaction. The gender differences were significant in the groups of elementary school students but not in secondary school students. Male elementary school students, 4^th and 8^th grade, were more aggressive compared to female elementary school students. 8^th grade elementary school students were more physically, verbally, internally aggressive and more aggressive towards authority when compared to 4^th grade elementary school students. Secondary school students were significantly less physically and verbally aggressive, and on the other hand more internally aggressive when compared to both groups of elementary school students. Secondary school students reported higher level of aggression towards authority than 4^th grade elementary students, and lower level then 8^th grade elementary students. The results were congruent with the findings of the research literature indicating higher aggression of males when compared to females and different developmental paths for different types of aggression in question. The study introduced important findings regarding age and gender differences in representative school samples in Slovenia and proposed future research mostly in direction of including measures of indirect aggression that is linked to female gender and older students.  

Konstruktna veljavnost hrvaške priredbe Vprašalnika temperamenta po Pavlovu

Sanja Tatalović Vorkapić, Ivana Lučev in Meri Tadinac
Faculty of Teacher Education, Department of Preschool Education, Rijeka 

Povzetek: Namen raziskave je bil oceniti konstruktno veljavnost hrvaške različice Vprašalnika temperamenta po Pavlovu (VTP), in sicer s preučitvijo odnosa med tremi dimenzijami temperamenta in  dimenzijami osebnosti, kot jih je definiral Eysenck, ter dimenzijah osebnosti po modelu velikih pet. Na osnovi teorije smo pričakovali, da bosta moč ekscitacije in mobilnost imeli pozitivni korelaciji z ekstravertnostjo ter negativne korelacije z nevroticizmom, medtem ko naj bi  dosežek na lestvici moč inhibicije negativno koreliral z nevroticizmom. V prvi raziskavi je sodelovalo 74 študentk (povprečna starost je znašala 22 let), v drugi raziskavi pa 54 študentk (povprečna starost je znašala 20 let). Poleg hrvaške različice  VTP so udeleženke izpolnile tudi pet-faktorski neverbalni vprašalnik osebnosti (FF-NPQ) ter Eysenckov vprašalnik osebnosti (EPQ-R/A). Zanesljivost lestvic vseh uporabljenih inštrumentov je bila sprejemljiva. Korelacije med dimenzijami temperamenta in osebnosti v prvi raziskavi se v večini primerov niso prilegale teoretsko osnovanim pričakovanjem in  rezultatom sorodnih raziskav. Ta rezultat je najverjetneje posledica majhnosti uporabljenega vzorca. V drugi raziskavi je vzorec korelacij ustrezal pričakovanjem, kar kaže na sprejemljivo konstruktno veljavnost hrvaške različice VTP. Pričujoča raziskava je  preliminarne narave, zato rezultati predstavljajo zgolj dobro izhodišče za prihodnje validacijske raziskave hrvaške različice VPT.

Construct validity of Croatian version of the Pavlovian Temperament Survey (PTS)

Sanja Tatalović Vorkapić, Ivana Lučev in Meri Tadinac
Faculty of Teacher Education, Department of Preschool Education, Rijeka

Abstract: The aim of this study was to examine the construct validity of Pavlovian Temperament Survey (PTS) by determining the relationship between three Strelau´s dimensions of temperament (strength of excitation, strength of inhibition, mobility) and basic dimensions of personality as were defined by Eysenck and in the five-factor model of personality. It was expected that strength of excitation and mobility would have significant positive correlations with extraversion and negative correlations with neuroticism, while strength of inhibition would show significant negative correlations with neuroticism. Within two studies (N₁= 74 female students, M_age = 22; N₂= 54 female students, M_age = 20), Croatian version of PTS, Five-Factor Nonverbal Personality Questionnaire FF-NPQ, and Eysenck’s Personality Questionnaire EPQ R/A were used. The reliability coefficients for all three instruments were satisfactory, although not very high. Coefficients of correlation determined in the first study were not entirely in agreement with either theoretical expectations or empirical results of other authors, probably due to small sample size. However, the results of the second study were in accord with the expected pattern of significant correlations and that could be considered an indicator of good construct validity of PTS. Since this was a preliminary study the results provide only a general insight into the research aim, and represent a good starting point for future validation studies of the Croatian version of PTS.

Raziskovanje kognitivnih shem kot individualnih ali skupinskih struktur

Ana Arzenšek
Fakulteta za management Univerze na Primorskem

Povzetek: V prispevku je predstavljenih nekaj značilnosti teorije kognitivnih shem. Ukvarjali smo se z vprašanjem, na kateri ravni naj se raziskujejo kognitivne sheme: na individualni-, nadindividualni-, ali celo na ravni večjih socialnih sistemov, in sicer glede na značilnosti socialne kognicije ter glede na naravo kognitivnih shem. V zadnjem obdobju se raziskovalci kognitivnih shem osredotočajo na interakcijo med motivacijskimi, kognitivnimi in drugimi osebnimi ter situacijskimi spremenljivkami in njihovim vplivom na vedenje. Kognitivne sheme so razumljene kot rezultat medsebojnega prepleta osebnih, okoljskih in situacijskih spremenljivk. Odgovor na zastavljeno vprašanje pa je odvisen tudi od paradigme, znotraj katere raziskovalec raziskuje in od raziskovalnega problema.

Exploring the cognitive schemas as individual or group structures

Abstract: The present paper describes some features of the theory of cognitive schemas. The discussion focuses on the issue of appropriate level to explore the cognitive schemas: the individual-, above individual- or the level of larger social systems, depending on the characteristics of social cognition and the nature of cognitive schemas. Currently researchers of cognitive schemas focus on the interaction between motivational, cognitive and other personal and situational variables and on their influence on behavior. Cognitive schemas are seen as the result of mutual interplay between personal, environmental and situational variables. The answer to the appropriate level of exploration question is found to depend on the paradigm within which the individual researchers work and also on the nature of the research problem.

Povezanost teorije uma s socialnimi odnosi in otrokovo socialno kompetentnostjo

Nuša Skubic, Ljubljana

Povzetek: Prispevek predstavlja pregled in evalvacijo ugotovitev raziskovalcev s področja teorije uma v povezavi s socialnimi odnosi in na drugi strani v povezavi z otrokovo socialno kompetentnostjo, ki je odraz njegove teorije uma. Prikazuje, kateri so tisti dejavniki, ki največ prispevajo k individualnim razlikam v razvitosti teorije uma med otroki in poudarja dvosmernost učinkov med otrokovim socialnim razumevanjem in socialnimi odnosi z drugimi. Pozitivni dejavniki za razvoj otrokove teorije uma so v prvi vrsti otrokove zgodnje kakovostne izkušnje o mentalnih stanjih, ki dobro napovedujejo njegov poznejši dosežek pri preizkusu razumevanja napačnih prepričanj. Od družinskih dejavnikov so za razvoj otrokove teorije uma pomembni predvsem socialno-ekonomski položaj družine, vedenje in govor staršev (npr. ustrezna raba izrazov za opisovanje mentalnih stanj in ustrezni načini discipliniranja otroka) in prisotnost ustrezno starega (ponavadi starejšega) sorojenca, s katerim ima otrok kakovosten odnos, medtem ko raziskovalci izmed dejavnikov, ki niso vezani na družinsko okolje, najbolj poudarjajo pomen vrstnikov za otrokovo teorijo uma. Skladno s temi dejavniki se pri otroku bolj ali manj uspešno razvija njegovo socialno razumevanje, ki igra pomembno vlogo v njegovem vsakdanjem življenju. Tako otroci z dobro razvito teorijo uma to lahko uporabljajo na prosocialen način, lahko pa ta služi tudi proaktivni oziroma posredni obliki agresivnosti, ko otroci svoje razumevanje drugih uporabljajo za različne oblike manipulacij oz. nasilništva, posebej v vrstniški skupini. Nizko razvita teorija uma je dejavnik tveganja predvsem v primeru neugodnih družinskih razmer, medtem ko ima dobro razvita teorija uma v takih razmerah za otrokov razvoj lahko zaščitno vlogo. Prispevek opozarja na nekatere metodološke in strukturne pomanjkljivosti pregledanih študij ter predlaga usmeritve za možnosti celovitejšega raziskovanja otrokove teorije uma v prihodnje.

Associationof theory of mind with social realtions and child's social competence

Nuša Skubic, Ljubljana

Abstract: The article reviews and evaluates the findings from the research in the field of theory of mind; how the theory of mind is connected to social relationships and how a child's social competence reflects his/hers theory of mind. It points to those factors that contribute most to considerable individual differences among children when developing a theory of mind and it stresses out the reciprocity of effects between child's social understanding and social relations with others. Positive factors for developing a theory of mind are first of all child's early quality experiences about mental states which predict a child's performance on the false belief test later on. Social-economic status, parental behavior and talk (for example appropriate use of mental states and appropriate disciplining of a child) and presence of sibling of appropriate age (usually older one) with whom a child develops a quality relationship are most important family factors for theory of mind development. The role of peers is most important factor outside the family, emphasized by studies. In accordance with these factors a child develops more or less successfully his/hers social understanding which plays an important part in his/hers daily life. Children with well developed theory of mind can use it in a pro-social way, or it can serve proactive or reactive aggression when children use their understanding of others as a way of manipulating and bullying, especially inside their peer group. Poorly developed theory of mind can prove to be a risk factor especially in a bad family situation, while a well developed theory of mind can play a protective role in child's development. The article points out some of the deficiencies of reviewed studies and proposes options for more complex future research of child's theory of mind.