Resolution of parent–child conflicts in the adolescence

The aims of the study were: (1) to examine whether adolescents’ attachment and the perceived quality of the communication with their parents relate to effective resolution of parent–child conflicts and (2) to determine whether the pattern of associations changes with adolescents’ gender and age. The sample consisted of 295 adolescents who filled the questionnaires. Structural Equations Models showed that secure attachment predicted a positive communicative climate, which in turn, predicted a more frequent use of negotiation. Secure attachment was related to the use of withdrawal strategies. Anxious attachment was related to high levels of criticism and disputes with parents, which, in turn, predicted the use of all conflict resolution styles. Avoidant attachment was not related to any of the conflict resolution styles. No differences were found in the pattern of associations by gender and age. The relevance of the findings for the social relational perspective to conflict resolution is discussed.     

Robust and specific personality traits as predictors of adolescents’ final grades and GPA at the end of compulsory schooling

The study investigated the predictive value of robust and specific personality traits in adolescents (M _age?=?14.7 years), in explaining their academic achievement at the end of basic compulsory schooling. Personality data were obtained through self, maternal, and peer reports using the Inventory of Child/Adolescent Individual Differences. Adolescent gender and maternal education predicted 36, 26, 19, and 26 % of the variance in the final grades in Slovene, English, and mathematics and the overall GPA, respectively. Personality ratings by each of the three groups of informants substantially improved the prediction of students’ academic achievements, over and beyond gender and maternal education. The robust trait scores contributed to significant increments in the variance explained, across the academic achievement indicators, ranging from 8 to 17 % (self-report), 15 to 24 % (maternal report), and 20 to 32 % (peer report). Conscientiousness was consistently the most powerful predictor of students’ academic success and extraversion was negatively associated with all achievement indicators. The study provided support for a relatively stronger predictive utility of specific, rather than robust personality traits. Likewise, peer ratings of the students’ personality provided relatively larger increments in variance explained in academic achievements than maternal and self-ratings; in general, the personality trait ratings added more to the prediction of mathematics grades and the GPA relative to the prediction of success in languages. Among specific traits, subjectively perceived student intelligence was the most powerful and consistent predictor of final grades and GPA.     

Team learning: through the relational dynamics of co‐operation and rivalry in team communities

This paper explores the constructive links between cooperation, rivalry, and learning within the structure of team communities. Drawing upon social learning theory and qualitative data from case studies conducted in Danish team‐based firms, the main purpose is to argue that both cooperation and rivalry are important triggers for mobilizing learning processes within and between teams. However, social learning theory tends to disregard the positive aspects of rivalry. Instead, the paper suggests that rivalry is often critical for learning to take place, and identifies four recurrent stories of rivalry as a trigger of learning based on two case studies of teamwork dynamics in firms. Consequently, this paper argues for the need to extend social learning theory beyond its rather harmonious learning perspective.     

mLearning in a Europe‐wide network of schools

This paper presents a European Community supported project which investigated whether the use of electronic and mobile technologies in the hands of young learners might engage them in learning activities and start to change their attitudes towards learning. The mLearning system was implemented in a Europe‐wide network of 14 schools with over 500 students and 46 teachers participating in the implementation. In the paper special focus is given to three different mLearning contexts/scenarios implemented within the setting of one of the Europe‐wide network of schools.

mLearning in einem Europaweiten Netz von Schulen

Dieses Papier präsentiert ein von der Europäische Gemeinschaft unterstütztes Projekt, das erforschen sollte, ob der Gebrauch von elektronischen und mobilen Technologien in den Händen von jungen Anfängern diese im Lernen von Aktivitäten anregen und dazu führen könnte, ihre Einstellungen zum Lernen zu ändern. Das mLearning System wurde in einem Europaweiten Netz von 14 Schulen mit mehr als 500 Schülern und 46 Lehrern durchgeführt. In diesem Papier wurde der besondere Schwerpunkt auf drei unterschiedliche mLearning Zusammenhänge/Drehbücher gelegt, die innerhalb eines der europaweiten Netze von Schulen angelegt sind.

Le mLearning dans un réseau d’écoles à l’échelle européenne

Cet article présente un projet soutenu par la Communauté Européenne qui a examiné si l’usage des technologies électroniques mobiles mises entre les mains de jeunes apprenants pourrait les amener à se lancer dans des activités d’apprentissage et commencer à changer leur attitude vis‐à‐vis de l’apprentissage. Ce système de m(obile)‐learning a été mis en place dans un réseau trans‐européen de 14 écoles avec une participation active de la part de plus de 500 élèves et de 46 professeurs. Dans l’article on met un accent particulier sur trois contextes/scénarios de m‐learning mis en route au sein d’un réseau transeuropéen d’écoles.

El mLearning dentro de una red paneuropea de escuelas

Este artículo presenta un proyecto apoyado por la Comunidad Europea en el cual se investigó si el uso de tecnologías electrónicas y móviles por parte de jóvenes alumnos pudiera conducirles a lanzarse a actividades de aprendizaje y empezar a cambiar su actitud con respecto al aprendizaje. Este sistema de m‐learning fue aplicado dentro de una red transeuropea que incluye 14 escuelas con más de de 500 alumnos y 46 profesores participando en la aplicación. El artículo hace hincapie en tres diferentes contextos/guiones de mLearning aplicados dentro de una de las redes transeuropeas de escuelas.     

Voices from the Ground Up: Transfer of Learning within the Context of Research and Study Activities

A mid-sized university library system conducted a large-scale mixed-methods research project intended to understand better the student library experience and ways to enhance it. One aspect of the project included a detailed and iterative analysis of interview data. Using a grounded theory (GT) approach, researchers analyzed empirical data from student interviews and identified patterns of behavior. The results of data analyses suggested that students used knowledge and interactions from library class to inform them of how to study academic content and complete non-research tasks and vice versa. As a result, researchers generated an inductive (emerging from the data) theory that asserts that some research and study activities are mutually informative. The article describes the approach used to develop the theoretical construct in hopes that it will provide a deeper understanding of the relationship between research and studying behaviors and how academic libraries contribute to the greater academic landscape in ways not previously recognized.     

Effects of Hedonic and Eudaimonic Motivations on Film Enjoyment Through Moral Disengagement

In light of literature documenting differences in viewers’ entertainment preferences, this study (N = 168) examined how motivations for film consumption based on pleasure (hedonism) and meaning (eudaimonia) are associated with moral disengagement and enjoyment of content featuring a morally ambiguous character. Findings indicate that whereas hedonic motivation positively influenced moral disengagement, eudaimonic motivation had the reverse effect. Furthermore, eudaimonic motivation had a direct positive influence on enjoyment, and the relationship between hedonic motivation and enjoyment was mediated by moral disengagement. Implications for the role of morality as it relates to individual preferences for media consumption and enjoyment are discussed.     

Biotechnology learning in Slovenian upper-secondary education: gaining knowledge and forming attitudes

Purpose: One area of science that will increasingly influence our society is biotechnology. An increasing number of modern biotechnological applications have provoked consideration of the ethical and social issues; therefore, it is important that the public is well-informed about them. Formal education in upper-secondary schools should help students to become biotechnologically literate citizens. There is little published research data on Slovenian high-school students’ knowledge about and attitudes towards biotechnology, as well a lack of curriculum evaluation data.

Methodology: This study combines two research approaches. The first part is content analysis of current upper-secondary education programmes in Slovenia, in which all curricula were reviewed about 15 selected biotechnological topics. The second part of the research focused on assessing students’ knowledge of traditional and modern biotechnology and exploring their attitudes towards modern biotechnological methods and their products. The sample included 1163 students aged 17–18 from three different types of schools located in 12 different regions of Slovenia. A questionnaire to measure knowledge and attitudes was designed.

Results: The research results revealed that selected biotechnological concepts appeared most frequently in the curri- cula of bio-technical gymnasia. These students also showed the 30 highest level of knowledge and the most positive attitudes. Furthermore, a clear correlation between students’ knowledge of and attitudes towards modern biotechnology was found. On the other hand, no significant differences in attitudes to the state- ments, which dealt with ethics, were found among the students 35 involved in the research.

Conclusion: Biotechnology teaching in upper-secondary education in Slovenia is obviously very diverse and dependent on the programme.