Intimate partner violence (IPV) among university students is a prevalent problem in many countries; however, it is not currently recognized in Kosovo as a social issue in terms of research, prevention, and intervention. The aim of this article was to examine the relationship between violence socialization experiences, approval of violence, and IPV perpetration/victimization among university students in Kosovo. The questionnaires were administrated to a convenience sample of 700 students of University of Prishtina who were in relationship for 1 month or longer. The Revised Conflict Tactics Scale (CTS-2) was used for measuring physical, psychological, and sexual violence, whereas for measuring violence socialization and violence approval, scales from Personal and Relationships Profile (PRP) were used. Findings from this study show that there were statistically significant gender differences in terms of socialization and approval of violence among university students. Similarly, perpetrators and victims of IPV (physical, psychological, and sexual violence) showed higher rates of socialization of violence and tolerance toward IPV. Besides, findings indicate that approval of violence mediates the relationship between socialization of violence and IPV perpetration and victimization, for both genders. The implications of the current findings within a cultural context are also discussed.

Introduction: Emotional intelligence is the ability to recognize and control one´s own emotions as well as emotions of other people. There are two orientations in studying emotional intelligence. They differ in whether they relate abilities and personal characteristic features or not. Emotional intelligence usage is currently being understood as a fundamental requirement of nursing in care provision to patients. Methods:In a research conducted with a group of nursing students (n = 86), we were examining emotional intelligence as an ability and as a feature. We used SIT-EMO (Situational Test of Emotional Understanding) scales in order to fi nd out emotional intelligence as an ability, and SEIS (Schutte Emotional Intelligence Scale), measuring emotional intelligence as a feature. In the context of nursing, we were fi nding out emotional self-effi cacy in relation to geriatric patients (ESE-GP). TEIQue-SF (Trait Emotional Intelligence Questionnaire -short form) method was used to set up our own questionnaire. Results:We were fi nding out the extent of emotional intelligence and we were analyzing it from the viewpoint of its grasping as a feature, ability and emotional self-effi cacy in relation to geriatric patients. We found out lower levels in social awareness, emotional management and stress management dimensions of the nursing students. Conclusion:Emotional intelligence as an ability of the nursing students can be enhanced through psychological and social trainings. Emotional intelligence has an impact on social and communication skills, which are a precondition of effective nursing care.

Aim: Th e aim of the study was to identify statistically signifi cant diff erences in levels of emotional intelligence (EI) of nursing students in relation with demographic data (age and year of study) and also determine whether the EI level of nursing students aff ects their interest in the issue of geriatric nursing. Methods: Th e sample consisted of 86 full-time undergraduate university students of nursing. To measure the level of EI, questionnaires representing diff erent understanding of EI were used. EI as an ability was determined by the SIT-EMO (Situational Test of Emotional Understanding). EI as a trait was evaluated by the questionnaire SEIS (Schutte Emotional Intelligence Scale). Th e questionnaire of own construction ESE-GP (Emotional self-effi cacygeriatric patient) assessed the level of EI of students in the process of caring for geriatric patients. Results: Th ere were no statistically signifi cant diff erences in the students' level of EI in terms of demographic data (age and year of study). A statistically signifi cant association (p < 0.05) was found between the students' level of EI (SEIS) and their promising interest to pursue geriatric nursing. Conclusion: Th e results can be applied in particular institutions providing nursing education, which can focus attention on the development of EI in the process of education of nursing students.

Objective: This paper aims to examine Kosovo female student victimization (physical, psychological, and sexual) and its correlates using a socioecological framework while testing the applicability of Western models of violence against women in a previously unexplored context. Method: The sequential explanatory mixed-method design was used, a quantitative phase was used for collecting data on individual-and relationship-level correlates, and focus group discussions were used for gathering data on sociocultural correlates. Three hundred forty-five female students who had been in a heterosexual dating relationship in the past year completed the Conflict Tactic Scales-2 (CTS-2; Straus, Hamby, Boney-McCoy, & Sugarman, 1996) and Personal and Relationships Profile (PRP; Straus, Hamby, Boney-McCoy, & Sugarman, 2004). Women were then purposively recruited for the 2 focus group discussions to examine the sociocultural correlates. In total, 11 female students participated. Results: Findings of the quantitative phase of the study show that individual-level correlates (depressive symptoms and stressful conditions) and relationship-level correlates (conflict and jealousy) appear to be associated with female IPV victimization. Regarding sociocultural correlates, focus group discussions revealed that changes in values, gender roles, tolerant attitudes, and adherence to patriarchal norms were associated with female victimization while reflecting the consistency of findings obtained from quantitative data. Conclusion:The findings of this study provide evidence for the applicability of Western models of intimate partner violence to diverse cultural settings and implications for prevention interventions, suggesting that various previously established and the newest correlates should be tackled when designing prevention intervention, including individual, relationship, and sociocultural correlates.

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