Jelena Matić

Bio: Jelena Matić is an academic researcher from University of Zagreb. The author has contributed to research in topics: Prejudice (legal term) & Photography. The author has an hindex of 4, co-authored 12 publications receiving 540 citations.

A Global Look at Time: A 24-Country Study of the Equivalence of the Zimbardo Time Perspective Inventory

Abstract: In this article, we assess the structural equivalence of the Zimbardo Time Perspective Inventory (ZTPI) across 26 samples from 24 countries (N = 12,200). The ZTPI is proven to be a valid and reliable index of individual differences in time perspective across five temporal categories: Past Negative, Past Positive, Present Fatalistic, Present Hedonistic, and Future. We obtained evidence for invariance of 36 items (out of 56) and also the five-factor structure of ZTPI across 23 countries. The short ZTPI scales are reliable for country-level analysis, whereas we recommend the use of the full scales for individual-level analysis. The short version of ZTPI will further promote integration of research in the time perspective domain in relation to many different psycho-social processes.

Personality and ideological bases of anti-immigrant prejudice among Croatian youth

Abstract: In this paper, we explore the relationship between personality, right-wing authoritarianism (RWA), social dominance orientation (SDO) and anti-immigrant prejudice of Croatian youth (N = 1050). We b...

Fulfillment of the child’s participation rights in the family and the child's psychosocial adjustment: children’s and parents’ views

Abstract: European families have been undergoing changes in power relations among the family members, including democratization of relations between parents and children. These processes were facilitated by the implementation of the UN Convention on the Rights of the Child (1989), ratified in Croatia in 1991. This study examines perceived fulfillment of the provision, protection and participation rights of the child within contemporary Croatian families. In addition, it explores the links between participation rights fulfillment and children’s perception of a democratic climate in their families, as well as some indicators of children’s psychosocial adjustment. In 2010, a representative sample of 1074 seventh grade students (thirteen-year-olds) and their parents (983 mothers and 845 fathers) provided the data on measures of the child’s rights fulfillment in the family, family governing style, self-esteem, self-control, problem behaviour and resistance efficacy. Participants predominantly report respect of all of the examined rights. However, the provision rights and the protection rights are generally realized more often than the participation rights. Approximately a half of the children reported full respect of their right to freely express their opinions and ideas, and the right to influence decision making that affects them. In 9-12% of families children never or rarely experience fulfillment of their participation rights. Assessments of the ‘governing style’ in their families reveal that over a quarter of children see their families as dictatorships, anarchies, or post-revolutionary states. Higher participation rights fulfillment was linked with perceiving own family as a democracy, the child’s report of higher self-esteem and fewer behavior problems, more frequently resisting peer pressure to use substances (cigarettes, alcohol), as well as with the parent’s report of greater child’s self-control. Parents, in comparison to their children, tend to overestimate the level of fulfillment of children’s rights to protection of physical integrity, dignity, participation in decision-making and to receiving loving care.

The role of personality, self-concept and defensive motivation in predicting maths anxiety

Abstract: IN ENGLISH: The goal of this research was to explore the relationships between personality, self- concept, learning strategies and mathematics anxiety in elementary school students. The sample consisted of 511 8th grade students from 36 Croatian elementary schools who completed the Maths Anxiety Scale, Big Five Inventory, the Self-Description Questionnaire-II and measures of self-regulatory learning strategies to assess self-handicapping, defensive pessimism and external attribution of failure. Separate hierarchical regression analyses were conducted by gender to test the predictive power of personality, self-concept and defensive motivational strategies on mathematics anxiety. Results indicate that the variables explained significant variance for both genders (girls R-square = .54 ; boys R- square = .38). Personality, self-concept and motivational strategies were all related to maths anxiety, however, a different pattern emerged with respect to gender. Maths self-concept is significantly negatively related to maths anxiety for both genders, while for boys, maths anxiety is related to low agreeableness and the use of external attribution of failure, and in girls it is predicted by higher neuroticism and defensive pessimism. Results indicate that maladaptive patterns of academic beliefs, motivations and behaviour related to mathematics in Croatian students are to some extent gender-specific, thus calling for specific intervention strategies tailored for boys and girls. --------------- IN CROATIAN: Cilj ovoga istraživanja bio je istražiti odnose između osobina licnosti, samopoimanja, strategija ucenja i straha od matematike kod ucenika osnovnih skola. Uzorak se sastojao od 511 ucenika 8. razreda iz 36 hrvatskih osnovnih skola. Sudionici su ispunili Skalu za ispitivanje straha od matematike, Big Five inventar licnosti, Self-Description Questionnaire-II i mjere samoregulirajucih strategija ucenja za procjenu samohendikepiranja, defanzivnog pesimizma i vanjske atribucije neuspjeha. Da bi se provjerila prediktivna snaga osobina licnosti, samopoimanja i defanzivnih motivacijskih strategija u objasnjenju straha od matematike, provedene su odvojene hijerarhijske regresijske analize na poduzorku ucenica i ucenika. Rezultati pokazuju da ukljucene varijable objasnjavaju znacajan dio varijance straha od matematike kod oba roda (ucenice R2 = .54; ucenici R2 = .38). Osobine licnosti, samopoimanje i motivacijske strategije ucenja u oba su slucaja znacajno povezane sa strahom od matematike, no uocljiv je razlicit obrazac povezanosti s obzirom na rod sudionika. Matematicko samopoimanje znacajno je negativno povezano sa strahom od matematike kod oba roda, dok je kod ucenika strah od matematike povezan i s niskom ugodnoscu i vanjskom atribucijom neuspjeha, a kod ucenica i s visim neuroticizmom i defanzivnim pesimizmom. Rezultati upucuju da su maladaptivni obrasci akademskih uvjerenja, motivacije i ponasanja povezani s matematikom kod hrvatskih ucenika donekle rodno specificni, sto upucuje na potrebu provedbe specificnih intervencija prilagođenih ucenicima i ucenicama.

Mathematics Competence and International Mathematics Testing: Croatian Starting Point

Abstract: The article presents a review of the competence-framed concept of compulsory mathematics education and appropriate instruction methods, in light of the international influences on Croatia through comparative ranking in PISA mathematical literacy. We begin by reviewing the conceptual constructs behind social influences on the supra-national development of the literacy/competence concept in mathematics education and assessment, and briefly examine its components and instructional contributions. Within this context we proceed to map past and current, and extrapolate future, changes in the conceptualisation of school mathematics and mathematics teaching in Croatian compulsory education, including recent empirical findings on mathematics instruction in Croatian primary schools. The aim is to examine social and (comparative) political influences on subject-matter and teaching of ‘hard’ school subjects such as mathematics, chart Croatia’s current position according to international assessment and instructional trends, and recommend possible steps in immediate development of educational policy. (IN CROATIAN: Clanak donosi pregled koncipiranja obveznog matematickog obrazovanja kroz kompetencijske ishode te prikladnih metoda poucavanja. Takav pregled daje se u svjetlu međunarodnih utjecaja na koncipiranje matematickog obrazovanja u Hrvatskoj kroz rangiranje matematicke pismenosti 15-godisnjaka u PISA testiranju. Na pocetku se obrazlažu konceptualni konstrukti u pozadini drustvenih utjecaja na nad-državni razvoj pojma pismenosti/kompetentnosti u obrazovanju i testiranju iz matematike. U tom svjetlu pregledavaju se prosla i sadasnja, te predlažu moguca buduca, određenja i promjene skolskog matematickog obrazovanja i procesa poucavanja matematike u hrvatskim osnovnim skolama. Pregled empirijskih istraživanja praksi i stavova o matematickom obrazovanju u posljednjih nekoliko godina komplement je pregledu teoretskih određenja. Cilj je istražiti i prikazati drustvene i (komparativne) politicke utjecaje na sadržaj i poucavanje ‘cvrstih’ skolskih predmeta kao sto je matematika, obilježiti trenutnu hrvatsku poziciju po međunarodnim testiranjima i empirijskim istraživanjima stavova ucenika i nastavnika, te preporuciti moguce neposredne korake u razvoju obrazovne politike u podrucju matematickog obrazovanja.)

Grounded theory research: A design framework for novice researchers.

Abstract: Background:Grounded theory is a well-known methodology employed in many research studies. Qualitative and quantitative data generation techniques can be used in a grounded theory study. Grounded th...

Culture Leadership And Organizations The Globe Study Of 62 Societies

Abstract: Thank you for reading culture leadership and organizations the globe study of 62 societies. Maybe you have knowledge that, people have search numerous times for their chosen books like this culture leadership and organizations the globe study of 62 societies, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some infectious virus inside their desktop computer.

Coding Qualitative Data: A Synthesis Guiding the Novice

Abstract: Qualitative research has gained in importance in the social sciences. General knowledge about qualitative data analysis, how to code qualitative data and decisions concerning related research design in the analytical process are all important for novice researchers. The purpose of this paper is to offer researchers who are new to qualitative research a thorough yet practical introduction to the vocabulary and craft of coding.,Having pooled, their experience in coding qualitative material and teaching students how to code, in this paper, the authors synthesize the extensive literature on coding in the form of a hands-on review.,The aim of this paper is to provide a thorough yet practical presentation of the vocabulary and craft of coding. The authors, thus, discuss the central choices that have to be made before, during and after coding, providing support for novices in practicing careful and enlightening coding work, and joining in the debate on practices and quality in qualitative research.,While much material on coding exists, it tends to be either too comprehensive or too superficial to be practically useful for the novice researcher. This paper, thus, focusses on the central decisions that need to be made when engaging in qualitative data coding in order to help researchers new to qualitative research engage in thorough coding in order to enhance the quality of their analyses and findings, as well as improve quantitative researchers’ understanding of qualitative coding.