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The aim of the study was to test the effectiveness of a serious game in improving the helping behaviours of bystanders in bullying situations by using a multimethod approach. Students (N=345, aged 12 to 14) participated in an experimental study with one experimental and two control groups. Before and after playing the game, all students completed an online questionnaire about their knowledge, experiences and behaviours related to bullying, and their behaviours in everyday social situations. For the experimental group, players' reactions during game‐play were recorded. Results showed that students' social behaviour displayed before gaming experience determined their playing activities. Besides, most of the students who declared in pre‐test that they do not help the victim, although they think they should, chose helping behaviour in all bullying situations in by stander role in the game. Results indicate weak positive effect of the game on students' behavioural choices.

Abstract:The current study had two aims: 1) to explore the effects of contextual goals, defined as perceived parents' and teachers' goals, and classroom goal structures, on highschool students' personal achievement goal orientations and 2) to examine the effects of personal and perceived contextual goals on reading and learning strategies, and self-handicapping behavior, as well as their effect on academic achievement. Highschool students (n = 403) completed questionnaires assessing goal orientations and strategies. Their GPA at the end of the school year was also recorded. The results of the study showed that perceived contextual goals were significant predictors of students' corresponding personal goal orientations, although the results were not clearcut. Perceived contextual performance goals also predicted students' work-avoidance goal orientation and self-handicapping behavior that was related to lower academic achievement. On the other hand, contextual mastery goals, especially parents' mastery goals, had significant effects on employment of deep learning and reading strategies.

This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences). Specificaly, the aim of the current study was to explore the effects of teachers' attitudes towards ICT use in classroom, self-efficacy in the ICT use, and perceived school-level barriers on teachers' ICT use as well as possible domain specific differences in the assessed variables. The data were collected as a part of a larger study conducted within the first phase of the "e-Schools" pilot project (CARNet). An online survey methodology was employed involving a sample of nearly all teachers in 13 middle (N=256) and 7 high schools (N=275). The results revealed that perceived self-efficacy in ICT use proved to be the best predictor of the use of ICT based activities regardless of the domain. Perceived benefits of ICT use significantly predicted the use of ICT in STEM and humanities and social sciences, while school-level barriers negatively predicted ICT use in STEM and in language education. Comparison of educational domains showed that STEM teachers saw more benefits of ICT use in teaching than teachers in humanities and social sciences. STEM teachers perceived themselves as more competent in ICT use compared to other two groups. They also reported that they use ICT more often in lesson preparation and in classroom activities. However, teachers' perception of possible risks and barriers of ICT use in education did not differ in three educational domains.

The interactive information and communication technologies (ICT) have been introduced to many classrooms lately. Therefore, it is important to examine whether the expectations of students and their parents regarding technology implementation are fulfilled. The aim of the present study was to compare attitudes towards ICT in general towards the use of tablet computers in education, regarding the decision to use iPad and the experience of using iPad in the classroom. An attitudes questionnaire was administred in four groups of students and their parents. In the 5 th grade, one group has just decided to use iPad in classroom, and one group decided not to use it. In the 7 th and 8 th grade one group has had two years of experience in using iPad in classroom, while the other group had no experience. The results showed that students and parents who chose to use iPad had more positive attitudes towards tablet use in teaching and learning, and perceived less negative effects of ICT use than students and parents who have not been using iPad. However, a difference between parents' attitudes was found in the 5 th grade, but not in the 7 th and 8 th grades. The parents of older students who Acknowledgement: This study was conducted as a part of the project "Psychological aspects of use of Information and Communication Technologies (ICT) in elementary education" that has been supported by University of Rijeka