TY  - CONF
AU  - Vlah, Nataša
AU  - Kršanac, Tanita
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/585
AB  - Osnovni cilj istraživanja predstavljao je utvrđivanje uočene spremnosti za uspostavljanje bliskih
odnosa i samoprocenjene agresivnosti kod budućih učitelja i vaspitača, kao i njihove povezanosti.
Istraživanje je sprovedeno na uzorku od dvesta devedeset i jednog ispitanika, studenata Učiteljskog
fakulteta u Rijeci. Podaci su prikupljani na dva studijska programa: na Učiteljskim studijama (160
ispitanika) i na Ranom i predškolskom vaspitanju i obrazovanju (125 ispitanika). Koristili smo
dva merna instrumenta: Upitnik o agresivnosti (Buss i Perry, 1992) i Upitnik o odnosima (Griffith i
Bartholomew, 1994). Faktorskom analizom dobijene su četiri dimenzije agresivnosti (fizička agresija,
verbalna agresija, ljutnja i neprijateljstvo) i tri stila uspostavljanja bliskih odnosa (sigurnost, plašljivost
i odbacivanje). Rezulti ukazuju na nizak do srednji nivo samoprocenjene agresivnosti kod studenata,
kao i, teorijski uglavnom poželjnu, uočenu sposobnost za uspostavljanje bliskih odnosa u istoj grupi.
Postoji pozitivna korelacija između plašljivog stila pri uspostavljanju bliskih odnosa i četiri dimenzije
agresije (niska korelacija sa fizičkom i verbalnom agresijom, umerena korelacija sa ljutnjom i visoka
korelacija sa neprijateljstvom). Takođe, postoji i niska pozitivna korelacija između sigurnog stila pri
uspostavljanju bliskih odnosa i verbalne agresije i napokon, uočena je i niska pozitivna korelacija
između odbacivanja kao stila za uspostavljanje bliskih odnosa i neprijateljstva. Ovi rezultati mogu biti
interesantni za negovanje poželjnih osobina ličnosti i ponašanja u školi i obdaništu.
AB  - The basic goal was to determinate the perceived readiness to establish close relationships and selfestimated
aggression among future teachers and preschool teachers, as well as their connection. The
study was conducted on a sample of 291 respondents, students of the Faculty of Teacher Education
in Rijeka. The data were collected within two courses of study - Teacher’s study with 160 respondents
and Early and Preschool education with 125 respondents. We used two measuring instruments: The
Aggression Questionnaire (Buss & Perry) and Relationship Questionnaire (Griffith & Bartholomew).
Using factor analysis, we got four dimensions of aggression (physical aggression, verbal aggression,
anger, and hostility) and three styles of establishing close relationships (secure, fearful, and
dismissing). The results show low to medium level of self-estimated aggressiveness of the students,
as well as theoretically mainly desirable perceived readiness to establish close relationships in the
same group. There are positive correlations between fearful style of establishing close relationships
and four dimensions of aggression (low correlations with physical and verbal aggression, moderate
correlation with anger, and high correlation with hostility). Also, there is a low positive correlation
between secure style of establishing close relationships and verbal aggression, and finally, there is
low positive correlation between dismissing style of establishing close relationships and hostility.
Those results should be interesting for maintaining desirable personality traits and behaviour in
school and kindergarten.
PB  - Beograd : Institut za pedagoška istraživanja
C3  - Obrazovanje u funkciji modernizacije društva
T1  - Spremnost za uspostavljanje bliskih odnosa i samoprocenjena agresivnost kod budućih nastavnika i vaspitača
T1  - Readines to establish close relationships and self-estimated aggression among future tachers in schools and kindergardens
EP  - 123
SP  - 122
UR  - https://hdl.handle.net/21.15107/rcub_ipir_585
ER  - 

@conference{
author = "Vlah, Nataša and Kršanac, Tanita",
year = "2019",
abstract = "Osnovni cilj istraživanja predstavljao je utvrđivanje uočene spremnosti za uspostavljanje bliskih
odnosa i samoprocenjene agresivnosti kod budućih učitelja i vaspitača, kao i njihove povezanosti.
Istraživanje je sprovedeno na uzorku od dvesta devedeset i jednog ispitanika, studenata Učiteljskog
fakulteta u Rijeci. Podaci su prikupljani na dva studijska programa: na Učiteljskim studijama (160
ispitanika) i na Ranom i predškolskom vaspitanju i obrazovanju (125 ispitanika). Koristili smo
dva merna instrumenta: Upitnik o agresivnosti (Buss i Perry, 1992) i Upitnik o odnosima (Griffith i
Bartholomew, 1994). Faktorskom analizom dobijene su četiri dimenzije agresivnosti (fizička agresija,
verbalna agresija, ljutnja i neprijateljstvo) i tri stila uspostavljanja bliskih odnosa (sigurnost, plašljivost
i odbacivanje). Rezulti ukazuju na nizak do srednji nivo samoprocenjene agresivnosti kod studenata,
kao i, teorijski uglavnom poželjnu, uočenu sposobnost za uspostavljanje bliskih odnosa u istoj grupi.
Postoji pozitivna korelacija između plašljivog stila pri uspostavljanju bliskih odnosa i četiri dimenzije
agresije (niska korelacija sa fizičkom i verbalnom agresijom, umerena korelacija sa ljutnjom i visoka
korelacija sa neprijateljstvom). Takođe, postoji i niska pozitivna korelacija između sigurnog stila pri
uspostavljanju bliskih odnosa i verbalne agresije i napokon, uočena je i niska pozitivna korelacija
između odbacivanja kao stila za uspostavljanje bliskih odnosa i neprijateljstva. Ovi rezultati mogu biti
interesantni za negovanje poželjnih osobina ličnosti i ponašanja u školi i obdaništu., The basic goal was to determinate the perceived readiness to establish close relationships and selfestimated
aggression among future teachers and preschool teachers, as well as their connection. The
study was conducted on a sample of 291 respondents, students of the Faculty of Teacher Education
in Rijeka. The data were collected within two courses of study - Teacher’s study with 160 respondents
and Early and Preschool education with 125 respondents. We used two measuring instruments: The
Aggression Questionnaire (Buss & Perry) and Relationship Questionnaire (Griffith & Bartholomew).
Using factor analysis, we got four dimensions of aggression (physical aggression, verbal aggression,
anger, and hostility) and three styles of establishing close relationships (secure, fearful, and
dismissing). The results show low to medium level of self-estimated aggressiveness of the students,
as well as theoretically mainly desirable perceived readiness to establish close relationships in the
same group. There are positive correlations between fearful style of establishing close relationships
and four dimensions of aggression (low correlations with physical and verbal aggression, moderate
correlation with anger, and high correlation with hostility). Also, there is a low positive correlation
between secure style of establishing close relationships and verbal aggression, and finally, there is
low positive correlation between dismissing style of establishing close relationships and hostility.
Those results should be interesting for maintaining desirable personality traits and behaviour in
school and kindergarten.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Spremnost za uspostavljanje bliskih odnosa i samoprocenjena agresivnost kod budućih nastavnika i vaspitača, Readines to establish close relationships and self-estimated aggression among future tachers in schools and kindergardens",
pages = "123-122",
url = "https://hdl.handle.net/21.15107/rcub_ipir_585"
}

Vlah, N.,& Kršanac, T.. (2019). Spremnost za uspostavljanje bliskih odnosa i samoprocenjena agresivnost kod budućih nastavnika i vaspitača. in Obrazovanje u funkciji modernizacije društva
Beograd : Institut za pedagoška istraživanja., 122-123.
https://hdl.handle.net/21.15107/rcub_ipir_585

Vlah N, Kršanac T. Spremnost za uspostavljanje bliskih odnosa i samoprocenjena agresivnost kod budućih nastavnika i vaspitača. in Obrazovanje u funkciji modernizacije društva. 2019;:122-123.
https://hdl.handle.net/21.15107/rcub_ipir_585 .

Vlah, Nataša, Kršanac, Tanita, "Spremnost za uspostavljanje bliskih odnosa i samoprocenjena agresivnost kod budućih nastavnika i vaspitača" in Obrazovanje u funkciji modernizacije društva (2019):122-123,
https://hdl.handle.net/21.15107/rcub_ipir_585 .

TY  - CONF
AU  - Gutvajn, Nikoleta
AU  - Vlah, Nataša
AU  - Durmić, Azemina
PY  - 2019
UR  - http://ipir.ipisr.org.rs/handle/123456789/866
PB  - Rijeka, Hrvatska : Učiteljski fakultet Sveučilište u Rijeci
C3  - Educational systems and societal changes: Challenges and opportunities
T1  - Future teachers behavioural styles in conflict situation as a part of cultural identity
EP  - 60
SP  - 59
UR  - https://hdl.handle.net/21.15107/rcub_ipir_866
ER  - 

@conference{
author = "Gutvajn, Nikoleta and Vlah, Nataša and Durmić, Azemina",
year = "2019",
publisher = "Rijeka, Hrvatska : Učiteljski fakultet Sveučilište u Rijeci",
journal = "Educational systems and societal changes: Challenges and opportunities",
title = "Future teachers behavioural styles in conflict situation as a part of cultural identity",
pages = "60-59",
url = "https://hdl.handle.net/21.15107/rcub_ipir_866"
}

Gutvajn, N., Vlah, N.,& Durmić, A.. (2019). Future teachers behavioural styles in conflict situation as a part of cultural identity. in Educational systems and societal changes: Challenges and opportunities
Rijeka, Hrvatska : Učiteljski fakultet Sveučilište u Rijeci., 59-60.
https://hdl.handle.net/21.15107/rcub_ipir_866

Gutvajn N, Vlah N, Durmić A. Future teachers behavioural styles in conflict situation as a part of cultural identity. in Educational systems and societal changes: Challenges and opportunities. 2019;:59-60.
https://hdl.handle.net/21.15107/rcub_ipir_866 .

Gutvajn, Nikoleta, Vlah, Nataša, Durmić, Azemina, "Future teachers behavioural styles in conflict situation as a part of cultural identity" in Educational systems and societal changes: Challenges and opportunities (2019):59-60,
https://hdl.handle.net/21.15107/rcub_ipir_866 .

TY  - CHAP
AU  - Vlah, Nataša
AU  - Grbić, Sanja
PY  - 2018
UR  - http://ipir.ipisr.org.rs/handle/123456789/599
AB  - How Teachers in Croatia Evaluate Their Own Practice in Teaching Pupils
with Behavioural Difficulties, written by Nataša Vlah and Sanja Grbić, is focused
on the daily practice of inclusive teaching which integrates all other aspects of
the competences for teaching pupils with behavioural difficulties. The value of the
presented research in this paper lies in the provision of the answer to the question
about what the current situation is regarding the implementation of successful
practices in teaching pupils with behavioural difficulties in the Republic of Croatia.
Their findings show that when teaching pupils with behavioural difficulties, teachers
often implement those methods which have proved to be successful in work with all
pupils and which represent the base for the successful teaching process in general,
and those practices are more frequently used by class teachers rather than subject
teachers. The teachers estimated those practices which include different approaches
to the teaching and evaluation of such pupils as rarely implemented. On the basis
of those findings, the authors pointed out several open questions whose replies could contribute to the formulation of successful programs for the development of
teachers’ capacities for work with pupils with behavioural difficulties.
PB  - Beograd : Institut za pedagoška istraživanja
T2  - Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih
T1  - Kako nastavnici u Hrvatskoj procenjuju sopstvenu praksu u poučavanju učenika sa teškoćama u ponašanju
T1  - How Teachers in Croatia Evaluate Their Own Practice in Teaching Pupils with Behavioural Difficulties
EP  - 92
SP  - 75
UR  - https://hdl.handle.net/21.15107/rcub_ipir_599
ER  - 

@inbook{
author = "Vlah, Nataša and Grbić, Sanja",
year = "2018",
abstract = "How Teachers in Croatia Evaluate Their Own Practice in Teaching Pupils
with Behavioural Difficulties, written by Nataša Vlah and Sanja Grbić, is focused
on the daily practice of inclusive teaching which integrates all other aspects of
the competences for teaching pupils with behavioural difficulties. The value of the
presented research in this paper lies in the provision of the answer to the question
about what the current situation is regarding the implementation of successful
practices in teaching pupils with behavioural difficulties in the Republic of Croatia.
Their findings show that when teaching pupils with behavioural difficulties, teachers
often implement those methods which have proved to be successful in work with all
pupils and which represent the base for the successful teaching process in general,
and those practices are more frequently used by class teachers rather than subject
teachers. The teachers estimated those practices which include different approaches
to the teaching and evaluation of such pupils as rarely implemented. On the basis
of those findings, the authors pointed out several open questions whose replies could contribute to the formulation of successful programs for the development of
teachers’ capacities for work with pupils with behavioural difficulties.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih",
booktitle = "Kako nastavnici u Hrvatskoj procenjuju sopstvenu praksu u poučavanju učenika sa teškoćama u ponašanju, How Teachers in Croatia Evaluate Their Own Practice in Teaching Pupils with Behavioural Difficulties",
pages = "92-75",
url = "https://hdl.handle.net/21.15107/rcub_ipir_599"
}

Vlah, N.,& Grbić, S.. (2018). Kako nastavnici u Hrvatskoj procenjuju sopstvenu praksu u poučavanju učenika sa teškoćama u ponašanju. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih
Beograd : Institut za pedagoška istraživanja., 75-92.
https://hdl.handle.net/21.15107/rcub_ipir_599

Vlah N, Grbić S. Kako nastavnici u Hrvatskoj procenjuju sopstvenu praksu u poučavanju učenika sa teškoćama u ponašanju. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih. 2018;:75-92.
https://hdl.handle.net/21.15107/rcub_ipir_599 .

Vlah, Nataša, Grbić, Sanja, "Kako nastavnici u Hrvatskoj procenjuju sopstvenu praksu u poučavanju učenika sa teškoćama u ponašanju" in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih (2018):75-92,
https://hdl.handle.net/21.15107/rcub_ipir_599 .