Instrumentalna komunikacija i roditeljska kontrola u odnosu na indeks sopus adolescenata

Branko Milosavljević

doi:10.15291/radovifpsp.2684

Instrumentalna komunikacija i roditeljska kontrola u odnosu na indeks sopus adolescenata

Papers on Philosophy Psychology Sociology and Pedagogy ◽

10.15291/radovifpsp.2684 ◽

2018 ◽

Vol 29 (6) ◽

Author(s):

Branko Milosavljević

Keyword(s):

Middle School ◽

Socialization Process ◽

Urban Settings ◽

Parent Control ◽

Instrumental Communication

The aim of this investigation was to see if daily togetherness of families in urban settings (DTOFUS) was in correlation with parent instrumental communication as well as with parent control over certain aspects of adolescent behaviour.The investigation was conducted on the sample of 296 pupils (boys) in second and third grades od middle school. The average age was 16,5. The investigation was conductied by means of the following: The questionnaire DTOFUS-BM. the scale for investigation of parent control and the scale for parent instrumental communication. The obtained results show that index DTOFUS is in significant correlation with instrumental communication as with parent control of adolescent behaviour.Results were discussed and on the basis of this it is concluded the index DTOFUS is a crucial variable in the investigation of socialization of the young and thus also for the parent control and instrumental communication. The latter are a part of socializing tools which parents use in the realization of their roles in the socialization process of the young.

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Doživljaj negacije identiteta i brižnost za roditelje u odnosu na socijalnu okupljenost porodice

Papers on Philosophy Psychology Sociology and Pedagogy ◽

10.15291/radovifpsp.2688 ◽

2018 ◽

Vol 29 (6) ◽

Author(s):

Branko Milosavljević ◽

Ivan Mimica

Keyword(s):

Middle School ◽

Statistical Correlation ◽

Third Grade ◽

Urban Settings

The aim of this arlictc is to investigate the experience of tile identity negation anil parents care it, relation to daily togetherness of families in urban settings (DTOFUS). 'llie investigation was conducted on a sample of 350 male pupils in the second and third grade of middle school. The investigation was done my means of the following: the queslionanire DTOFIJS-HM, the scale lor the investigation of the experience of the identity negation and the scale for the investigation of adolescents' care in relation to their parents.The obtained results show that there is no significant statistical correlation between the DTOFUS index and the expierience of the identity negation and the care of the adolescents in relation to their parents. Certain aspects of identity negation in adolescents are more common from the father’s part than mother’s. Certain aspects of care in relation to (he parents was more frequent towards the mother than the father. Results were discussed and related to the findings of other authors.

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Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00085 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1327-1336

Author(s):

Tiffany R. Cobb ◽

Derek E. Daniels ◽

James Panico

Keyword(s):

High School ◽

Middle School ◽

Peer Relationships ◽

Speech Therapy ◽

School Setting ◽

Image Data ◽

School Experiences ◽

Adolescent Students ◽

Therapy Decision ◽

Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-voia-18-0001 ◽

2019 ◽

Vol 50 (4) ◽

pp. 562-578 ◽

Cited By ~ 3

Author(s):

Dawna Duff

Keyword(s):

Middle School ◽

Reading Comprehension ◽

Text Comprehension ◽

Classroom Instruction ◽

Vocabulary Instruction ◽

Clinical Intervention ◽

Vocabulary Knowledge ◽

Vocabulary Intervention ◽

The Mean ◽

The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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