In the paper we will analyze a predictive power of home (e.g. SES, parental activities with children) and school environment-related factors (e.g. school climate, achievement) for pupils' anxiety. The multiple regression analyses will be performed for 4th and 8th grade pupils on TIMSS 2007 (N=8394) and TIMSS 2011 data base (N=9415) for Slovenia. On the national level anxiety scale (Kozina, 2012) was administered in both TIMSS cycles. The predictive power of models (including only home and only school variables) will be compared (based on the % of explained variance) and on the basis of included variables the relative predictive power of home environment variables in comparison to school environment variables will therewith be established. According to the research literature reviewed, higher levels of anxiety is expected for pupils with low SES (Guerrero, Hishinuma, Andrade, Nishimura & Cunanan, 2006), less support from their parents (Ahmed, Minnaert, van der Werf & Kuyper, 2010), lower achievements (Normandeau & Guay, 1998), negative school climate (Wienke-Totura, MacKinnon-Lewis, Gesten, Gadd, Divine, Dunham & Kamboukos, 2009) and negative attitudes towards school and school subjects (Kos, 1990). In case results shows that school related factors are significant predictors of pupils' anxiety we will additionally perform a hierarchical linear model of data from 2007 and 2011 to evaluate if there are any significant differences in anxiety between schools. Inclusion of two data cycles collected in two time periods will offer observation of changes in anxiety predictors in time. Practical implications of the results will be discussed.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 2559831In this paper we analyze the predictive power of home and school environment-related factors for pupils' aggression. The multiple regression analyses will be performed for 4th and 8th grade pupils on TIMSS 2007 (N=8394) and TIMSS 2011 data base (N=9415) for Slovenia. On the national level aggression scale (Kozina, 2011) was administered in both TIMSS cycles. As far as home variables are concerned, the variables related to the family socioeconomic status, pupils' educational aspirations, parental activities with their children and pupils' free time activities will be included. As for school environment variables, variables related to the school climate, pupils' attitudes towards school and school subjects and pupils' achievement in mathematics and science will be included. The predictive power of models (including only home and only school variables) will be compared (based on the % of explained variance) and on the basis of included variables the relative predictive power of home environment variables in comparison to school environment variables will therewith be established. According to the research literature reviewed, higher levels of aggression is expected for pupils with low SES (Guerrero et al., 2006), passive free-time activities (Baron & Richardson, 1994), lower achievements (Green et al., 1980; McEvoy & Welker, 2000), lower educational aspirations (Finn & Frone, 2003), negative school climate (Brookmayer et al., 2006) and negative attitudes towards school and school subjects (Krall, 2003). If the results will show that school related factors such as school climate are significant predictor of pupils’ aggression we will additionally perform a hierarchical linear model of data from 2007 and 2011 to evaluate if there are any significant differences in aggression between schools. In view of the anticipated significant predictive factors among school-related variables, significant changes in the level of aggression among schools are likewise expected. Inclusion of two data cycles collected in two time periods will offer observation of changes in aggression predictors in time.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 2574679The artticle present FRIENDS program as a novelty in Slovenia. It focuses on: introduction of the program; international recognition of the program; the program benefits; tje impach the program has on childens' and adolescents' well being; the use in schools and detailed description of implementation.
F.01 Acquisition of new practical knowledge, information and skills
COBISS.SI-ID: 2602583