Science and Processes of Education, No. 1 (16), 2013
ISSN 2345-0681
Price – 30 EUR (click here for purchase information).
Product code - 10007.
Remark: articles can be purchased separately. For more information, look at the article description.
CONTENT
|
ARTŪRAS AKELAITIS, VIDA VOLBEKIENĖ, ŠARŪNAS ŠNIRAS
SĄVEIKA TARP 11 – 12 KLASIŲ MOKINIŲ FIZINIO AKTYVUMO BENDROSIOS APIMTIES IR OPTIMISTINIO MĄSTYMO BŪDO |
Page 5 |
|
LAURAS JOKŪBPREIKŠAS, REMIGIJUS BUBNYS
PAAUGLIŲ MOKYKLOS BAIMĖS IR ELGESIO BEI EMOCINIŲ SUNKUMŲ TARPUSAVIO SĄSAJOS |
Page 12 |
|
IRENA LELIŪGIENĖ, SIMONA MAČIULSKAITĖ
LYDERYSTĖS RAIŠKOS SOCIOEDUKACINIAI ASPEKTAI: „X“ BENDRUOMENĖS ATVEJIS |
Page 21 |
|
VIDA GUDŽINSKIENĖ, ŽIVILĖ BARKAUSKAITĖ LUKŠIENĖ
NUTEISTŲJŲ VAIKINŲ SOCIALINIŲ ĮGŪDŽIŲ SUBJEKTYVUS VERTINIMAS IR JŲ POŽIŪRIS Į SOCIALINIŲ ĮGŪDŽIŲ UGDYMĄ PATAISOS NAMUOSE |
Page 31 |
|
NIDA KVEDARAITĖ, RENATA ŽVIRELIENĖ, AUŠRA REPEČKIENĖ, RASA GLINSKIENĖ
AKADEMINIO JAUNIMO JUDUMAS DARBO TIKSLAIS |
Page 39 |
| INFORMACIJA APIE AUTORIUS | Page 48 |
RELATIONSHIP BETWEEN THE OVERALL SCOPE OF PHYSICAL ACTIVITY OF 11 – 12th GRADE PUPILS AND OPTIMISTIC WAY OF THINKING, ARTŪRAS AKELAITIS, VIDA VOLBEKIENĖ, ŠARŪNAS ŠNIRAS, (p. 5 – 11)
Keywords: physical activity, optimistic thinking, senior-grade pupils.
Price – 15 EUR (click here for purchase information).
Product code – 10002.
Summary
Research aim – to establish the relationship between the overall scope of physical activity of 11-12th grade pupils and optimistic way of thinking.
Research hypothesis – way of thinking of physically active pupils is more optimistic than that of physically passive pupils.
The research employed the following methods of questionnaire survey: Dember’s Optimism/Pessimism Scale and Physical Activity Questionnaire (IPAQ). Physical activity of 11-12th grade pupils was established using the short form of the modified international physical activity (IPAQ) questionnaire. The questionnaire included four parts determining the intensity of physical activity, its frequency in days per week, duration in minutes per day (the recorded duration was longer than 10 min at a time), as well as the duration of sedentary bout length per week. The scope of physical activity of different intensity for the respondents was established in METs. Referring to the recommendations, all respondents were divided into the groups of high, moderate and low physical activity.
Optimistic thinking was evaluated using Dember’s et al., (1989) Optimism/Pessimism Scale. Respondents were given 56 items which had to be evaluated on a 4-point Likert scale. The reliability of this scale in our study was adequate: Cronbach’s alpha was 0.789 for optimistic thinking. Interaction between the variables was assessed by the rank correlation coefficient (Kendall tau – c).
The study included 100 of 11-12th grade pupils. It was established that high physical activity of 11-12th grade pupils amounted to 3654 ± 714, moderate -1947 ± 399, and low – 731 ± 387 METs per week. The commonly established scope of physical activity group of senior-grade pupils – low physical activity group (46 proc.), at least – high physical activity group (16 proc.). Analyzing the links between physical activity of 11-12th grade pupils and their optimistic thinking, we established a correlation between the overall scope of physical activity of senior-grade pupils and their optimistic way of thinking: the greater the scope of physical activity, the more optimistic way of thinking (p < 0.05).
CONNECTIONS AMONG TEENAGER`S ANXIETY ABOUT SCHOOL AND BEHAVIOURAL AND EMOTIONAL PROBLEMS, LAURAS JOKŪBPREIKŠAS, REMIGIJUS BUBNYS, (p. 12 – 20).
Keywords: adolescence, school fear, emotional and behavioral problems.
Price – 15 EUR (click here for purchase information).
Product code - 10003.
Summary
This study explored relations between teenager’s school fear and behavioral, emotional problems. The problem question of this research: what are relations between teenager’s school fear and behavioral, emotional problems. The subject of the research is relations between teenager’s school fear and behavioral, emotional problems. The main purpose of this research was to analyze relations between teenager’s school fear and behavioral, emotional problems. All data were collected using the methods: „Differential Description of School Fear” (1998), and “Straights and Difficulties Questionaire” (R. Goodman, 1997). In the research participated 126 students, 69 girls and 57 boys (14-16 olds from 8-10 grades). The study found that teenagers which more and more intense going through fear, using inefficient strategies to overcome fear and sense of fear strengthening with imaginary helplessness are characterized with increased behavioral and emotional difficulties. Hyperactivity characterized teenagers are typical of intensive manifestations of fear. Teenagers with emotional difficulties are more intensive going through fear of school, more situations provoke their fears, and their fear is often establishes speculating on unsuccessful settlement situations, the negative consequences of exams. Teenagers having more sociability more often are using efficient ways to overcome the fear through productive activities with less relaxation techniques and control of situation with evasion or cheating. Cognitive fear provoking factors together with emotional expressions and internal consolidation of fear predicts general behavior and emotional difficulties. Girls are more in common with emotional and cognitive manifestations of fear than boys. Also overcoming fears boys are using less effective relaxation techniques than girls. The efficient strategies to overcome fear are related with more sociability. The results showed that more time doing tasks from school is connecting with productive ways to overcome the fear. If teenagers want to get more education, they have less social school fear. But it is connecting with more cognitive fear provoking factors, when they forget learned knowledge or understand saying words.
SOCIAL EDUCATIONAL ASPECTS OF LEADERSHIP MANIFESTATION IN THE COMMUNITY: „X“ COMMUNITY CASE, IRENA LELIŪGIENĖ, SIMONA MAČIULSKAITĖ, (p. 21 – 30).
Keywords: leader, leadership, socio – educational activity.
Price – 15 EUR (click here for purchase information).
Product code - 10004.
Summary
Community activities are becoming more and more active the last decade in Lithuania. Herewith leaders are appearing, whose activity, innovation is a part of success of enabling and educating community members. Because of the leadership, socioeducation activities are implemented more efficient and community members are united to aim for common purposes for community welfare. The topic of the research could be described with the problematic questionnaire: which socio-educational aspects of a leadership are displayed in a community? Which socio-educational activities community leaders are implementing? Which personal features and abilities are important for a community leader? The aim of the research is to reveal socio-educational aspects of leadership in a community.
Results of the study. The results of the research indicated that in social activities, expression of leadership displays in different ways. That depends on concrete activity. The strongest leadership is in organizing and giving social support, the weakest – in taking care of residents and organizing occupation to senior people. In educational activities leadership expression is stronger in organizing cultural – leisure time events, than in other educational actions. The strongest leadership expression is in cultural – leisure time events, such as organizing festivals, bicycle and sport games. In educational activities evaluation of leadership expression changes depending on concrete form of activity. The strongest expression of leadership is in organizing various meetings and informing the inhabitants about relevant information, also in participating in various projects and cooperating with educational institutions. The weakest leadership expression is in organizing religious education for children and inhabitants. Responsibility, communication, dutifulness and patience are the most important personal features for a community leader. Capability to motivate a group of people, do general works, take care of community members interests and be able to hear them in common community activities.
SUBJECTIVE EVALUATION OF DEVELOPMENT OF YOUNG MALE CONVICTS’ SOCIAL SKILLS AND THEIR ATTITUDE TOWARDS DEVELOPMENT OF SOCIAL SKILLS IN CORRECTIONAL FACILITY, VIDA GUDŽINSKIENĖ, ŽIVILĖ BARKAUSKAITĖ LUKŠIENĖ, (p. 31 – 38).
Keywords: young male convicts, social skills.
Price – 15 EUR (click here for purchase information).
Product code - 10005.
Summary
The article analyses young male convicts’ subjective evaluation of their social skills and their attitude towards development of social skills in correctional facilities. The problem of the research was conditioned by the fact that adolescents in remand prisons and in correctional facilities lack social skills. The majority of such young convicts come from single-parent or disharmonious families, where lack of social skills may be observed. Such families frequently lead asocial life; therefore, adolescents from such families have weakly expressed intentions to lead a social life after completion of the sentence. Therefore, it is important to conduct the research on subjective evaluation of social skills possessed by adolescents servicing their sentence as well as on their attitude towards development of such skills in correctional facilities and, on the basis of the acquired research results, to enable the convicts to set up goals of positive life and to assist them in acquisition of social skills that the convicts lack. The research was conducted in Kaunas Remand Prison in January-March 2011. The respondents received questionnaire forms and the goal of the research and instructions of filling in the questionnaire were explained and confidentiality was ensured. 120 questionnaire forms were handed out, 102 forms returned and were included into the research striving for as reliable scientific research results as possible. The research showed that adolescents, who service their sentence in correctional house, expressed a positive attitude towards development of social skills in correctional facilities, they are able to identify advantages of social skills possession and acknowledge that possession of social skills contribute to communication and establishment of relations. The respondents are also able to objectively evaluate themselves and others, to constructively solve conflicts, to make decisions. However, their evaluation of social skills as means to express feelings is low. It is emphasised that adolescents acquired the following skills and abilities in correctional facilities: communication, listening to others, better understanding of others, calm reaction to conflicts, doing of housework and preparation of food. They understand and acknowledge that social skills help them to agree with administration of correctional facility as well as with peers. Almost half of the respondents pointed out that they violate rules in their correctional facility; while subjectively evaluating their own aggressiveness prior to their conviction and during servicing of sentence, more than half (59.8 %) acknowledged that they became less aggressive compared to the period before correctional facility. Almost one fourth of the respondents pointed out that they became more aggressive, though they were perfectly aware of the social skills to be developed for aggressive adolescents. The research results showed that programmes implemented in correctional facilities for young male convicts contribute to acquisition of social skills. However, almost one tenth of adolescents, who service their sentence in correctional facility, do not intend to lead social life; they mentioned that they do not want to obtain social skills because they do not need them. Having conducted the research, it can be concluded that correctional restoration of behaviour, relations and values provide the adolescent convicts with possibility for acquiring of social skills, develop their understanding of life in the law-based society.
EMPLOYMENT MOBILITY OF HIGHER SCHOOL STUDENTS, NIDA KVEDARAITĖ, RENATA ŽVIRELIENĖ, AUŠRA REPEČKIENĖ, RASA GLINSKIENĖ, (p. 39 – 47).
Keywords: higher school students, employment mobility, employment mobility motives, labour market.
Price – 15 EUR (click here for purchase information).
Product code - 10006.
Summary
Youth unemployment problem caused by financial and economic crisis encourages going into the employment mobility of the young people, which is particularly emphasised in the flagship initiative Youth on the Move of the European Union (EU). The EU term ‘mobility’ in the youth context implies relocation to another country to study, learn or work. The article focuses on the employment mobility of higher school students that is interpreted as the transition of a higher school student from unemployment to employment, mobility within labour markets of different countries/Lithuanian regions and employment relationships (changing the status of work and positions).
Seeking to examine the employment mobility experience of higher school students in the international and national labour market, theories of social mobility, human capital, job-search and segmentation, comprising the methodological fundament of the research, are based upon. Questionnaire survey was selected as the method for data collection and a survey instrument – questionnaire was compiled encompassing three diagnostic blocks of the research: mobility in the international and national labour market, and social-demographic characteristics. Target group of the research were the final year students of Lithuanian higher schools. Sample size – 1014 students.
The research of employment mobility of higher school students in the national and international labour market revealed that the Lithuanian higher school students are adequately mobile. Mobility for employment purposes is mostly inherent to the students of the first cycle studies heading to economically strong European countries (United Kingdom, Denmark, Germany, and Norway) and competitive cities of Lithuanian regions (Vilnius, Klaipeda and Kaunas). Higher school students generally leave for foreign countries for short periods and work in unqualified jobs. Regardless of them doing mostly unqualified work in the foreign countries, the students were more satisfied with the remuneration than those who were employment in more qualified jobs in Lithuania and had better career opportunities. Seeing that students are ‘rational subjects’ seeking maximal benefit, they are mostly motivated to move by career opportunities and the possibility to find employment according to their profession.
