No abstract

The model of ethnification posits that in post-socialist contexts ethnic identities are used as a source for political mobilization against ethnic outgroups. In Croatia, this is further amplified by collective war experiences. This paper investigates the association between identity-based variables, related to ethnification and war experiences, and anti-immigrant prejudice in Croatia. The study employed structural equation modeling of the data from a large youth sample (N = 1,034). Higher ethnic threat, lower cultural capital, more exclusive conception of nationhood and right-wing political orientation predicted stronger anti-immigrant prejudice.Ethnic threat moderated the effect of political orientation on prejudice: under high ethnic threat there was no difference between left-wing and right-wing individuals. As the results correspond to findings from Western countries, we argue that comparable explanations of anti-immigrant prejudice may be applied to non-Western and Western contexts.

Over the last few decades, there has been a significant rise in the number of programmes aimed at developing students’ social, emotional and intercultural competencies. This has coincided with growing recognition of the role that schools have to play in fostering not only the cognitive, but also the social and emotional development of their students. Despite targeting separate competencies, there seem to be many similarities in approaches to students’ social and emotional learning (SEL) as well as developing intercultural skills, presenting a rationale for their integration and conceptualisation on the social, emotional and intercultural (SEI) level. The myriad of different SEI programmes provides an arsenal of useful tools for school-based SEI learning. However, choosing which programme to use, considering how to implement it and determining whether it will be effective can be quite overwhelming. Existing approaches aimed at teaching SEI competencies vary greatly depending on the programme, as does the content of the programme and its design. In this article, we seek to tackle the question of how SEI competencies are taught, with particular emphasis on the content and theoretical or conceptual background of existing interventions, together with their methodological and organisational aspects. We also explore whether and how the evaluation of existing programmes has been conducted, the most important results and the aspects of implementation which are key to fostering the development of SEI competencies in educational contexts. This article presents an overview of relevant aspects worth acknowledging while developing and implementing SEI programmes, and which might prove especially useful when programmes are conceptualised within the overall SEI (instead of the more often used SEL) learning framework. Given the importance of SEI competencies for the overall well-being of students (and hence their parents and school staff), we encourage researchers and practitioners to build upon these insights while developing and implementing comprehensive SEI programmes.

Social dominance orientation (SDO), i.e. the preference toward egalitarian or hierarchically arranged relations within a society may be studied from social/contextual, but also dispositional perspective. The aim of the present study was to explore genetic and environmental contribution to the individual differences in SDO, and its overlap with HEXACO personality traits, both at phenotypic and latent genetic and environmental levels. The sample consisted of 830 Croatian twins aged 19 to 28 years who filled-in the self-report measures. Data analyses indicated the heritability of SDO was over 40%, with no evidence for the common environmental influences. SDO phenotypic variance substantially overlapped with Honesty-Humility, Emotionality, and Openness domains. Numerous significant correlations were found at the facet level, with the highest phenotypic overlap for the “interstitial” altruism facet. However, incremental predictive power of personality (over age and sex) was moderate: 13% and 19% of the phenotypic SDO variance was predicted by HEXACO traits at the domains and facet levels, respectively. Multivariate behavioural genetic analysis indicated that 19% and 3% of the genetic and unique environmental variance of SDO overlapped with the genetic and unique environmental variance of personality, respectively. Substantial genetic correlations of SDO with Honesty-Humility and Openness domains were found, while marginal unique environmental correlation was found for Openness domain only. The etiological overlap between SDO and personality represents an argument in favour of taking dispositional along with social/contextual perspective in explaining social behaviour.

Integrativni teorijski modeli, poput socijalno-kognitivne teorije obrazovnih i karijernih izbora, prepoznaju brojnost i složenost odrednica učeničke odluke o odabiru vrste srednjoškolskog obrazovanja. No, malobrojna su istraživanja u kojima se istodobno provjeravao doprinos većeg broja odrednica te odluke. Cilj ovog rada je istražiti doprinos različitih osobnih i socijalnih odrednica učeničkog odabira gimnazijskog ili četverogodišnjeg strukovnog obrazovanja; obrazovnih odabira koji omogućuju izravnu prohodnost prema visokom obrazovanju. Osobne su odrednice spol, školski uspjeh, akademska samoefikasnost, samopoštovanje te čimbenici odabira srednjoškolskog obrazovanja, dok su socijalne odrednice učeničke procjene radnog i obrazovnog statusa roditelja te srednjoškolske aspiracije roditelja za dijete. U istraživanju su korišteni podatci prikupljeni upitnicima na učenicima 7. i 8. razreda 23 zagrebačke osnovne škole (N=784). Testiran je binarni logistički model kojim je ispitan relativni doprinos odrednica u objašnjenju odabira vrste srednjoškolskog obrazovanja. Od osobnih odrednica ulogu u učeničkim odabirima imaju spol, školski uspjeh i samoefikasnost. Četverogodišnje strukovno obrazovanje češće žele upisati mladići, učenici/ce nižeg uspjeha i niže samoefikasnosti. Među socijalnim odrednicama ulogu imaju radna aktivnost majke i srednjoškolska aspiracija roditelja za dijete. Četverogodišnje strukovno obrazovanje češće žele upisati učenici/ce čije su majke radno neaktivne, čiji roditelji žele da oni upišu četverogodišnje strukovno obrazovanje te učenici/ce koji nisu upoznati s aspiracijama svojih očeva za njih. Rezultati potvrđuju dosadašnje nalaze o povezanosti individualnih varijabli poput školskog uspjeha i samoefikasnosti s namjerama učenika vezanim za upis gimnazijskoga ili četverogodišnjeg strukovnog obrazovanja. Među socijalnim odrednicama, aspiracije roditelja pokazale su se važnijima za djetetovu namjeru upisa vrste srednjoškolskog obrazovanja od njihova socioekonomskog statusa.