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Parental burnout is the result of chronic stress and manifests as emotional exhaustion in the role of a parent, emotional detachment, and loss of parental fulfilment. This study aimed to examine how sociodemographic variables, personality traits, parental self-efficacy, marital aspects, and social support contribute to parental burnout. Mothers of children below the age of five (N = 255) completed online the parental burnout questionnaire, the IPIP-50 personality questionnaire, questionnaires of perfectionism, parental competence, marital relationship quality, social support, and the general data questionnaire. Parental burnout was reported by 3.5% of mothers. Hierarchical regression analysis revealed that higher parental burnout can be explained by sociodemographic variables (higher number of children and more urban area of living), personality traits (low emotional stability, low agreeableness, and high perfectionism), and low parental self-efficacy. Although related to parental burnout, marriage aspects and social support were not significant predictors of burnout. The findings have both theoretical and practical implications for recognising and preventing parental burnout, while providing a basis for further research.

The aim of the study was to explore pre-service primary school teachers' motivational beliefs about mathematics in the light of the expectancy-value theory. We wanted to find out to what extent the motivational beliefs of pre-service teachers are related to their previous experiences in mathematics and to their engagement in learning mathematics and mathematics anxiety. The participants were 237 pre-service primary school teachers in their first year of study. They completed a mathematics exam and a questionnaire on their motivational beliefs (self-efficacy and subjective value), previous experiences in mathematics (level of high school math program, mathematics competencies, epistemic beliefs and achievement goals during high school), engagement and mathematics anxiety. The results of hierarchical regression analyses show that previous experiences with mathematics are important predictors of self-efficacy and subjective value. Furthermore, motivational beliefs are significant predictors of the pre-service teachers' engagement in learning mathematics and mathematics anxiety, along with their previous experiences with mathematics. The results are in line with the expectancy- -value theory and indicate that it is important to foster the development of adaptive beliefs about mathematics during the initial education of pre-service teachers.

This paper investigates the relationship between factors related to the educational qualifications of teachers who work with students with special educational needs and their self-perceived self-efficacy. The aim of this study was to define the latent structure of the characteristics associated with the educational background/qualifications of teachers who work with students with special educational needs based both on their initial education, as well as in-service training programs. We conducted a survey of 177 teachers from Istria County in Croatia. The self-efficacy subscale for inclusive teaching, which is an integral part of the Self-Efficacy for Inclusive Practice Questionnaire, was used as a measuring instrument. Data were analysed using one-way and multivariate analysis of variance and discriminant analyses. Our results indicate statistically significant differences between groups of teachers in their self-perceived self-efficacy for inclusive teaching based on differences in their initial education and participation in in-service training programs. These findings reveal that teachers who attended three or more courses aimed at working with students with special educational needs showed the highest level of self-efficacy for inclusive practices. Similarly, teachers who attended 20 or more hours of in-service training programs aimed at working with students with special educational needs had higher levels of self-efficacy for inclusive practices than those who attended up to 20 hours of such training programs or no training at all. Based on the discriminant analyses, we found two discriminant functions that significantly differentiate respondents in terms of the number of courses related to teaching students with special educational needs that they attended during their initial education, as well as the number of hours of in-service training programs attended.

The aim of this research was to examine the role of social self-efficacy and some sociodemographic factors in influencing how children engage in peer violence. A total of 715 students (54% girls and 46% boys) in the seventh grade (N = 370) and eighth grade (N = 345) from five regions in Croatia participated in this study. The average age was 13.22 years (SD = 0.664). For the purposes of this paper, the following measurement instruments were used: the General Data Questionnaire, the adapted Participant Role Questionnaire (PRQ) and Social Self-Efficacy scale. Chi-squared testing and logistic regression showed that boys were more often bullies and active and passive assistants, while girls were more often defenders. Both girls and boys were equally victims and bystanders of peer violence. Seventh-grade students were more often bullies and active assistants. Children who acted as defenders had higher social self-efficacy, while bystanders had lower social self-efficacy. The results of this research may have important implications in creating programmes to reduce and prevent peer violence, bullying and cyberbullying.

Teorijski okvir ovoga rada sačinjavaju teorija univerzalnih sadržaja i strukture vrijednosti te model doživljaja roditeljstva kao polazište za istraživanje roditeljskih utjecaja na razvojne ishode adolescenata. Cilj je istraživanja bio ispitati odnos između univerzalnih vrijednosti majki i subjektivnoga doživljaja majčinstva te samopoštovanja, samoefikasnosti i školskoga postignuća (pred)adolescenata. U istraživanju su sudjelovale 234 dijade majka - dijete, a primijenjeni su sljedeći upitnici i skale samoprocjene: upitnici općih podataka za majku i adolescente, Upitnik samoefikasnosti za djecu, Skala samopoštovanja, Upitnik životnih vrijednosti te Skala osjećaja roditeljske kompetentnosti. Rezultati su potvrdili neke očekivane rodne razlike u adolescenata, kao i razlike u vrijednostima majki s obzirom na njihovu dob i razinu obrazovanja. Subjektivna procjena kompetentnosti majki značajno je korelirala s vrijednostima postignuća, moći te trijadom konzervativnih vrijednosti. Provedene regresijske analize pokazale su da se manji dio varijance samopoštovanja, samoefikasnosti i postignuća (pred)adolescenata može pripisati vrijednostima majki, pri čemu su najvažniju ulogu imale upravo konzervativne vrijednosti.

Postulating expectations regarding one's professional future represents an important segment of career decision making,as well as choosing behaviors aimed at fulfilling professional goals. Given the relevance of this topic, the conducted study addressed such expectations among a group of students studying to become educators and teachers. Specifically, 301 students participated in this study and completed instruments designed for measuring their core self-evaluations, self-perceived employability, career decision self-efficacy and vocational outcome expectations. In doing so, the goal of the study was to investigate the contributions of core self-evaluations, self-perceived employability and career decision self-efficacy to students' vocational outcome expectations. The obtained results indicated core self-evaluations, self-perceived employability and career decision self-efficacy as statistically significant predictors of vocational outcome expectations. In addition, the contributions of core self-evaluations and self-perceived employability to students'expectations were mediated by their career decision self-efficacy. These findings confirm and extend previous knowledge related to the relevance of beliefs regarding own abilities and characteristics for vocational outcome expectations and may be informative for future research as well as career development counseling programs.

Cilj je istraživanja bio ispitati znanje srednjoškolskih nastavnika o homoseksualnoj orijentaciji te istražiti u kakvome su odnosu znanje, samoefikasnost u radu s homoseksualnim učenicima i čestina uključivanja u podržavajuća ponašanja. Ispitivanje je provedeno online, a sudjelovalo je 267 srednjoškolskih nastavnika. Korištene su Skala znanja o homoseksualnoj orijentaciji, Skala samoefikasnosti u radu s homoseksualnim učenicima i Skala podržavajućih ponašanja prema učenicima homoseksualne orijentacije. Rezultati pokazuju da nastavnici imaju umjereno znanje o homoseksualnoj orijentaciji te vrlo često odabiru odgovor Ne znam. Rijetko se uključuju u podržavajuća ponašanja prema homoseksualnim učenicima, a njihov je osjećaj samoefikasnosti u radu s njima umjeren. Pritom osjećaju viši stupanj sigurnosti u mogućnost nošenja sa situacijama nasilja na osnovi seksualne orijentacije nego u mogućnost poučavanja učenika o temi homoseksualnosti. Znanje i samoefikasnost u nošenju s nasiljem na osnovi seksualne orijentacije i samoefikasnost u poučavanju o homoseksualnoj orijentaciji značajno predviđaju čestinu uključivanja u podržavajuća ponašanja. što nastavnici imaju veće znanje o homoseksualnosti, to se češće uključuju u podržavajuća ponašanja, a ta je veza posredovana većom samoefikasnošću u poučavanju o homoseksualnim temama, no ne i većom samoefikasnošću u nošenju s nasiljem. Takvi rezultati ukazuju na važnu ulogu znanja i samoefikasnosti u čestini uključivanja u podržavajuća ponašanja za homoseksualne učenike koji su tijekom srednje škole u vrlo ranjivoj fazi i potrebna im je socijalna podrška

Polazeći od teorijskih postavki modela obiteljskog stresa cilj je rada bio empirijski provjeriti ostvaruje li ekonomska prilagodba obitelji svoj učinak na izraženost depresivnost kod adolescenata izravno i/ili neizravno, učincima na depresivnost roditelja i osjećaj roditeljske samoefikasnosti. U radu su analizirani podatci prikupljeni od adolescenata (#=247) koji žive u dvoroditeljskim obiteljima te obaju njihovih roditelja, a u okviru projekta \"Rad roditelja, ekonomske teškoće obitelji i dobrobit roditelja i djece\". Djeca su procijenila svoju depresivnost, a roditelji svoju depresivnost i roditeljsku samoefikasnost te ekonomsku prilagodbu obitelji. Kako bi se provjerilo postojanje izravnog i neizravnog učinka otežane ekonomske prilagode obitelji na izraženost depresivnosti kod adolescenata, provedene su dvije serijalne medijacijske analize (jedna na uzorku očeva i jedna na uzorku majki) u PROCESS makrou za SPPS. Rezultati tih analiza pokazali su kako otežana ekonomska prilagodba obitelji izravno i neizravno, samo preko izražene depresivnosti majke i smanjenog osjećaja roditeljske samoefikasnosti majke, pridonosi izraženijoj depresivnosti kod adolescenata. Neizravan serijalni učinak ekonomske prilagode obitelji na depresivnost adolescenata, putem depresivnosti i roditeljske samoefikasnosti oca, nije se pokazao značajnim. Nalazi rada upućuju na različite procese kojima ekonomska prilagodba obitelji djeluje na ponašanje i doživljavanje roditelja i adolescenata.

Uključenost učenika predstavlja značajnu odrednicu kvalitete obrazovnih ishoda te je važno ispitati moguće mehanizme koji utječu na uključenost učenika u učenje. U ovom je istraživanju cilj bio ispitati uključenost u specifičnom kontekstu učenja kemije te njezinu povezanost s motivacijskim i epistemičkim uvjerenjima. Konkretno, ispitan je doprinos subjektivne vrijednosti kemije, samoefikasnosti u kemiji, samoefikasnosti u samoregulaciji i epistemičkih uvjerenja u objašnjavanju individualnih razlika u kognitivnoj, bihevioralnoj i emocionalnoj uključenosti učenika na nastavi kemije. Takoðer je ispitana medijatorna uloga motivacijskih uvjerenja u odnosu izmeðu epistemičkih uvjerenja i uključenosti. U istraživanju je sudjelovalo 346 učenika opće gimnazije. Učenici su ispunjavali skale uključenosti, subjektivne vrijednosti, samoefikasnosti, samoefikasnosti u samoregulaciji učenja i epistemičkih uvjerenja (evaluacija i nedvojbenost). Regresijskim je jednadžbama objašnjen značajan dio varijance svih dimenzija uključenosti u nastavu i učenje kemije. Dobiveni su slični obrasci povezanosti kognitivne, bihevioralne i ugodne emocionalne uključenosti s motivacij skim i epistemičkim uvjerenjima, dok neugodna emocionalna uključenost pokazuje drugačije obrasce povezanosti. Subjektivna vrijednost i samoefikasnost u samoregulaciji učenja pokazali su se kao značajni prediktori kognitivne i bihevioralne uključenosti, dok ugodnu emocionalnu uključenost predviðaju još i uvjerenja o evaluaciji. Samoefikasnost i nedvojbenost značajno predviðaju neugodnu emocionalnu uključenost. Rezultati medijacijskih analiza upućuju na to da su sve testirane povezanosti epistemičkih uvjerenja i pojedinih dimenzija uključenosti ili potpuno ili djelomično posredovane motivacijskim uvjerenjima. Kao ključni medijator u povezanostima epistemičkih uvjerenja s kognitivnom, bihevioralnom i ugodnom emocionalnom uključenosti izdvojila se subjektivna vrijednost kemije, a u odnosu s neugodnom emocionalnom uključenosti samoefikasnost u kemiji.

Social networks represent the immediate environment in which entrepreneurs are embedded and they therefore have a great influence on entrepreneurs' behavior. Entrepreneurs' social networks can provide entrepreneurs and their firms with information, support and access to resources. The support of the environment is important for reinforcing self-efficacy which is recognized as a predictor of firm performance. In this study, we developed and empirically tested hypotheses about the relationships between networking, entrepreneurial self-efficacy and small firm growth. The findings show that entrepreneurs can enhance entrepreneurial self-efficacy through network support, and consequently contribute to relative firm growth. The study provides significant contributions to entrepreneurship network theory and holds important implications for theory and practice.