Various studies have shown that dehydration can lead to decrease of attention, concentration and other cognitive and motor functions, as well as the feeling of fatigue and headache. The main purpose of this study was to test if drinking water affects the student results on the Attention Test. The experiment included 91 first-year students of University for Applied Sciences VERN'. In the experimental situation participants could drink as much water as they wanted during the class, and the minimum was a few sips. In the control situation, participants did not drink water and were not allowed do so during the break. Experiments were conducted during regular classes, in two five-minute blocks, with a two minute break in between. Results did not confirm the impact of drinking water on the overall performance on the Attention Test. However, a slight but statistically significant increase in the average results was found in the experimental situation in the second five-minute measurement session.

Cilj istraživanja bio je utvrditi dosadašnje iskustvo školskih psiholog(inj)a sa supervizijom i potrebu za takvim oblikom profesionalne podrške. U istraživanju je sudjelovalo 149 školskih psiholog(inj)a koji su dobrovoljno ispunili online anketu. Psiholozi/ginje koji rade isključivo u nastavi nisu bili obuhvaćeni ovim istraži-vanjem. Rezultati pokazuju kako 70% sudionika/ca procjenjuje visokim svoje znanje o superviziji. Jednako tako, 66% sudionika/ca ima iskustvo s nekim oblikom supervizije, no svega 22% prisustvovalo ih je superviziji namijenjenoj specifično školskim psiholozima/ginjama. Oko 80% ispitanih psiholog(inj)a procjenjuje visokim svoju potrebu za supervizijom, a svega 5% smatra kako im supervizija nije potrebna. Psiholozi/ginje koji imaju iskustvo supervizije, značajno se ne razlikuju po potrebi za supervizijom od onih koji to iskustvo nisu imali. Utvrđeno je da postoji pozitivna značajna povezanost između procjene stupnja profesionalne osamljenosti i potrebe za supervizijom. Prema očekivanju, motivacija

Disruptive behavior could be defined as the behavior that interrupts the educational process and causes stress to teachers or other students. In this research an anonymous questionnaire containing 30 disruptive behaviors was given to a group of students (N=251) and professors (N=49) at the University of Applied Sciences VERN' (Zagreb, Croatia). Participants had to appraise: a) to what extent those behaviors occur in the classroom and b) how disturbing they are. Results have shown that disruptive behaviors occur to a moderate extent in general as well as that there are no significant differences in the perception of their occurrence among participants. However, professors find these behaviors significantly more disturbing. Within participant groups some gender and age differences were also found. Younger students and younger professors notice more disruptive behaviors. Furthermore, female students and female professors find these behaviors more disturbing, while female students also notice them more. Results and practical implications are discussed in relation to previous research.

The main aim of this study was to identify factors which motivate daily participation of extremely active online forum members. An extensive online questionnaire was constructed and sent to the Forum.hr members with more than 8,000 posts. The final sample consisted of 112 respondents. Principal components analysis provided an interpretable three components solution, explaining 54.6% of the item variance. The components were labelled as self-esteem, information exchange, and confrontation. Some significant differences were also found among motivational subscales and variables of gender, age, and the intensity of forum activity. Results are discussed in relation to previous research.

Posljednje dvije godine pandemija koronavirusa nametnula je brojne prepreke uobičajenim načinima turističkih putovanja. Jenjavanjem pandemije uklonjen je dio objektivnih restrikcija, no u mnogih je pojedinaca i dalje prisutan strah, u literaturi poznat pod nazivima poput „pandemijska/COVID putna anksioznost/strah/fobija“. U ovom je radu temeljno istraživačko pitanje ispitati prediktore pandemijske putne anksioznosti, njezine veze s ponašanjem domaćih turista tijekom pandemije i s namjerama budućih turističkih putovanja. Kao polazišni konceptualni model korištena je Teorija planiranog ponašanja. Metodom analize traga testiran je osnovni i nekoliko alternativnih modela, na uzorku od 1102 hrvatskih turista. Rezultati su pokazali značajne glavne efekte, pri čemu su varijable modela objasnile 23 % putnog ponašanja tijekom pandemije, te 20 % namjera inozemnih putovanja. Kako je pandemija COVID-19 još uvijek aktualna, a u međuvremenu su se pojavile i nove globalne ugroze (poput rata i ekonomske krize), istraživanje putne anksioznosti ostaje relevantna tema istraživačima i praktičarima na području turizma.