0000000000526578
AUTHOR
Guna Svence
TEACHERS' SOCIAL AND EMOTIONAL HEALTH INDICATORS IN THE DISTANCE LEARNING SITUATION DURING THE COVID-19 PANDEMIC
There were 3 countries which participated in Erasmus+ project „Supporting teachers to face the challenge of distance teaching” (2020-1-LV01-KA226-SCH-094599) during last year. The aim of the project was to develop a well-functioning digital support system for teachers, promoting socio-emotional health and resilience. The main aim of this research was to outline a research problem on teacher well-being factors in three countries during the Covid-19 pandemic, when teachers worked remotely, and to further explore the problem in a focus group in Latvia. The following is a description of the study that was carried out in Latvia on the problems of teachers' social and emotional health factors dur…
CHANGES IN SCHOOL ANXIETY AND EMOTIONAL SELF-REGULATION OF AN ADOLESCENCE EXPERIMENTAL GROUP FOLLOWING THE ABKT-B PROGRAMME
The purpose of this study was to adapt the experimental programme MBCT-C (Randy J. Semple & Jennifer Lee’s programme “Mindfulness-Based Cognitive Therapy for Anxious Children”, 2011) in early adolescents and compare the changes in school anxiety and emotional regulation indicators before and after in the experimental and control group. The necessity for intervention with respect to school anxiety and emotional regulation among children with emotional regulation and school anxiety issues in the early adolescence group was indicated by research into problems connected with youth behaviour and difficulties in regulating emotions. The study analysed the results of six 6th grade students (12…
RELATIONSHIPS AND DIFFERENCES IN IMPLICITE INTELLIGENCE, PERCEIVED SOCIAL SUPPORT, AND PERCEIVED ACADEMIC SELF-EFFICACY AMONG COMPREHENSIVE SCHOOL STUDENTS
The purpose of this study was to explore relationships of implicit intelligence, perceived social support and perceived academic self-efficacy and to identify how these factors influence academic achievements amongst youth, as well as implement adaption of the revised implicit theories of intelligence (self-theory) scale (De Castell & Byrne, 2015) in Latvia. The research was based on implicit intelligence, perceived social support and academical self-efficacy theories. Nowadays, a growing amount of attention is focused on the reasons driving the academic achievements, self-belief and cumulates conversations about the importance of a social support. According to other scientists’ notes, …
Psiholoģija jaunajam skolotājam
Grāmata ir domāta kā mācību līdzeklis jaunajiem skolotājiem, studentiem, kuri apgūst psiholoģiju. Pamatā grāmatas saturs tiek saistīts ar izglītības psiholoģiju kā vienu no psiholoģijas apakšnozarēm, akcentējot mācīšanās psiholoģiju. Grāmatā lasītājam būs iespēja ieskatīties dažos ar izglītības psiholoģiju saistītos tematos – skolotāju iesaistīšanās darbā, skolotāju pašefektivitāte, tās saistība ar dzīvesspēku, tāpat tiks aplūkoti dažādi temati saistībā ar „Skola 2030” aktualitātēm izglītības pamatnostādnēs mūsdienu skolā, bet kontekstā ar skolēnu akadēmiskajiem sasniegumiem, pašvadīto mācīšanos, metakognīciju, skolotāja lomas maiņu, sociāli emocionālo mācīšanos, mācīšanās psiholoģijas teor…
ADAPTATION OF FLOURISHING AS POSITIVE PSYCHOLOGY CONCEPT IN LATVIA
The aim of the study is to adapt linguistically and psychometrically the construct of flourishing and to compare four most popular measuring instruments by looking at their psychometric validity indicators and examining in more details the flourishing level of randomized sample in Latvia (N=312). As this construct was not adapted in Latvia jet, it is a new concept both – in terms of content and psychometry. Therefore, the tasks of research were more related to the study of the construct’s own content by comparing most popular flourishing measuring instruments, their internal consistency, analyzing the convergent validity of measuring instruments, and studying of the relationships between va…
Skolēna pozitīvā pašizjūta pedagoģiskajā saskarsmē skolā
Promocijas darbā ir teorētiski un praktiski aprakstīta skolēnu pašizjūtas izpēte pedagoģiskajā saskarsmes procesā skolā sistēmā "skolēns - skolotājs - skolēns". Pētījums veltīts to nosacījumu atklāšanai, kas skolēna un skolotāja saskarsmē pozitīvi ietekmē skolēna pašizjūtu un līdz ar to sekmē viņa iekšējo potenču pašrealizāciju.
RELEVANCE OF INDICATORS OF SOCIAL EMOTIONAL HEALTH IN DIFFERENT SAMPLES OF ADOLESCENCE
The aim of this research was to determine whether there are statistically relevant differences in Michael J. Furlong's concept of socio-emotional health with meta construct Covitality (SEV factor) between teenage and youth selections, gender, and nationalities in different schools. The participants of the research were 593 respondents from Latvia, aged 11-19 years. Out of the total selection of participants (N=593) there were 318 teens (M=13.01, SD=.84), of them 151 boys and 167 girls; the other group of 274 young people (M=15.85, SD = 1.02), consisted of 132 males and 142 females. To measure the positive aspects of the mental health, A Socio-emotional Health Survey was used (Social Emotion…
IMPLICIT THEORIES OF INTELLIGENCE AND ACADEMIC ACHIEVEMENT: REVIEW OF TWO STUDIES IN LATVIA
Growth mindset has become popular in the field of psychology and education all around the world. In the Baltic States this concept is relatively new. This research compiles results of two different studies that, for the first time in the Baltic States, analyse the concept of “implicit theories of intelligence” (ITI) and its factors – growth and fixed mindset, and investigate the relations between ITI and academic achievement of students. Data of two different samples of secondary school adolescents is used. Sample 1 consisted of students (N1=258) aged between 14 and 18, 134 females (M=15.13; SD=1.29) and 124 males (M=15.40; SD=1.20) studying in 7th-12th grade in two Latvian schools. Sample …