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BULLYING AND PERCEIVED SCHOOL CLIMATE: VICTIMS’ AND BULLIES’ PERSPECTIVE

100%

Pečjak S. , Pirc T.

Studia Psychologica

2017

tom 59

nr 1

22 – 33

The research shows that school climate has an important effect on the prevalence of peer bullying. Therefore, the aims of our study were to determine: 1) if there are differences in the perceptions of bullying-related school climate by victims, bullies, non-victims and non-bullies, and 2) which sociodemographic and school climate factors predict the roles of chronic victims and bullies. The results suggest that there are more victims in younger students and more bullies among boys. We also found significant differences in perceptions of school climate by victims and bullies and were able to predict a small/moderate amount of variance in the roles of chronic victims/bullies by sociodemographic and school climate variables. Implications of the study findings are also discussed.

MODEL OF READING COMPREHENSION FOR 5TH GRADE STUDENTS

80%

Pecjak S. , Podlesek A. , Pirc T.

Studia Psychologica

2011

tom 53

nr 1

53-67

Reading comprehension is one of the components of reading literacy, and also bears on the learning process and student outcomes overall. There are different meta-cognitive, motivational and emotional factors which contribute to reading comprehension. Our study included 470 5th grade primary school students. In this paper authors propose a confirmatory model of reading comprehension. The following factors are included in the model: meta-cognitive factors (vocabulary, reading speed, summarizing, and meta-cognitive reading knowledge), motivational factors (reading interest and reading competency), and emotional factors (feelings during recreational reading and academic reading). The model shows the direct and indirect effects of the evaluated factors on students' reading comprehension. These effects have important implications for future educational practice.