Two approaches of students’ group experimental work were studied: (1) students’ chemical experimental work based on the model for students’ experimental work (MSED), which has been developed from the synthesis of research findings (experimental group) and (2) usual students’ chemical experimental work - POSED (control group). There were 163 ninth-grade students participating in research. No statistically significant changes in students’ chemistry pre-knowledge were found. Students in the experimental group achieved statistically significantly higher results than the students in the control group at chemistry knowledge test immediately after the intervention and also at the delayed chemistry knowledge test after 4 weeks. We also examined the correlations between students’ attention, working memory and results at chemistry knowledge tests immediately after learning and at the delayed chemistry knowledge test. Students’ attention was in both cases correlated with students’ higher achievements at chemistry knowledge tests, but the correlations with students’ capacity of working memory was found only in the control group. The results indicate that better efficiency of students’ experimental work is achieved by the use of MSED approach, when compared to PSED. The better efficiency of students’ experimental work by the MSED approach can also be attributed to lower load of the capacity of the students’ working memory.
F.17 Transfer of existing technologies, know-how, methods and procedures into practice
COBISS.SI-ID: 11611465The monograph discusses the self-concept in various life contexts. It is supported by the author’s own research findings and confirms the thesis that clear and stable self-concept is crucial for individual’s psychological well-being and feeling of happiness. The first chapter writes about the subject and research of self-concept in differential psychology, it deals with psychological myths of self-concepts, and defines self-concept from the scientific perspective. It focuses on the main conceptual and research points which are related to the findings of self-concept through the history of psychology, and offers the explanations of the main models, theories and psychological measures in contemporary psychology of self-concept. The second chapter is based on a systematic review, which exctracted the most frequent individual differences in self-concept. The third chapter discusses the concepts and constructs in self-concept correlates and analyses the main construct differences.
F.02 Acquisition of new scientific knowledge
COBISS.SI-ID: 290619136The textbook presents basic personality traits, cognitive abilities, and self, three domains which are of the central interest in contemporary studies of personality. The basic personality traits with the well-established taxonomy of the big five and alternative models on the structure of personality traits are presented in the first part of the book, together with their biological foundations. The second part of the book is dedicated to cognitive abilities/intelligence, where besides some old theories of intelligence basic abilities from the new CHC model are presented. The last part includes different aspects of self, from self-concept and self-esteem, to self- consciousness, mindfulness, self-regulation, and self-control.
D.10 Educational activities
COBISS.SI-ID: 290146304Members of the research group are members of the Editorial Boards of the following international and national journals: Cirila Peklaj - European Journal of Psychology of Education, Preverjanje in ocenjevanje; Valentin Bucik - Psychological Tests and Assessment Modelling, Journal of Well-Being Assessment, Suvremena psihologija, School Field, Horizons of Psychology; Sonja Pečjak - Psihologijske teme, Vzgoja in izobraževanje; Andreja Avsec - Anthropos, Horizons of Psychology; Anja Podlesek - Horizons of Psychology; Anka Slana in Andraž Matkovič: Esinapsa.
C.06 Editorial board membership
COBISS.SI-ID: 236119The research group was invited to held a symposium on Cognitive Control and its Measurememnt at the conference Current Trends in Psychology in Novi Sad, October 2017. The first paper presented executive functions in children with reading and writing disabilities as measured with the Developmental Neuropsychological Assessment NEPSY-II and the Behavior Rating Inventory of Executive Function BRIEF. Other papers presented new measures of cognitive control: The Cognitive-Control Test Battery for Primary-School Students, Cognitive Control Challenge Task (CCCT), and CCRacer. The results of the first validation studies of the new measures were presented, the advantages and shortcomings of the developed tests were discussed, and their further development was sketched.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 65503074