University of Zadar

About: University of Zadar is a education organization based out in Zadar, Croatia. It is known for research contribution in the topics: Population & Context (language use). The organization has 556 authors who have published 1211 publications receiving 7203 citations. The organization is also known as: University Zadar & Sveučilište u Zadru.

The Concept of Sustainable Development: From its Beginning to the Contemporary Issues

Abstract: The concept of sustainable development has undergone various developmental phases since its introduction. The historical development of the concept saw participation of various organizations, which nowadays work intensely on its implementation. The concept has experienced different critiques and interpretations over the time while being accepted in different areas of human activity, and the definition of sustainable development has become one of the most cited definitions in the literature. In its development, the concept has been adapting to the contemporary requirements of a complex global environment, but the underlying principles and goals, as well as the problems of their implementation, remained almost unchanged. Still, some goals have been updated, and the new goals were set. These goals are united in the framework of the Millennium Development Goals 2015 which outline the challenges that humanity has to fight not only to achieve sustainable development but to survive on Earth as well. JEL Classification: Q01

Parasite stress and pathogen avoidance relate to distinct dimensions of political ideology across 30 nations

Abstract: People who are more avoidant of pathogens are more politically conservative, as are nations with greater parasite stress. In the current research, we test two prominent hypotheses that have been proposed as explanations for these relationships. The first, which is an intragroup account, holds that these relationships between pathogens and politics are based on motivations to adhere to local norms, which are sometimes shaped by cultural evolution to have pathogen-neutralizing properties. The second, which is an intergroup account, holds that these same relationships are based on motivations to avoid contact with outgroups, who might pose greater infectious disease threats than ingroup members. Results from a study surveying 11,501 participants across 30 nations are more consistent with the intragroup account than with the intergroup account. National parasite stress relates to traditionalism (an aspect of conservatism especially related to adherence to group norms) but not to social dominance orientation (SDO; an aspect of conservatism especially related to endorsements of intergroup barriers and negativity toward ethnic and racial outgroups). Further, individual differences in pathogen-avoidance motives (i.e., disgust sensitivity) relate more strongly to traditionalism than to SDO within the 30 nations.

Self-Efficacy, Emotions and Work Engagement Among Teachers: A Two Wave Cross-Lagged Analysis

Abstract: The aim of this study was to examine the reciprocal relations between teachers’ work engagement and their emotions, both positive and negative, and experienced in relation to their students, by implementing a two-wave panel design. The predictive role of self-efficacy with respect to teachers’ emotions and work engagement was also explored. The study included a sample of 941 teachers from various state schools in Croatia. A cross-lagged analysis demonstrated the reciprocal nature of the relationship between emotions and work engagement. Teachers who reported higher levels of positive emotions of joy, pride and love at first time point, tended to be more engaged in their work at subsequent assessment. The association between negative emotions and work engagement showed the opposite direction—teachers who experienced more anger, fatigue, and hopelessness in the first measurement point, were also less engaged at second time of assessment. Furthermore, teachers who were more engaged in their work in the first time point, also reported about lower levels of negative emotions but higher levels of positive emotions 6 months later. At last, teachers with higher perceived self-efficacy are more engaged in their work, experience more joy, pride and love, and less anger, fatigue and hopelessness, towards their students. However, these effects did not hold upon control of baseline levels of emotions and work engagement.