No abstract

The main goal of the present study was to detect teacher behaviour (as perceived by students) in a sample of Hungarian high school students and to test its possible relationship with certain socio demographic (gender) and school variables (faculty, school year, school achievement) as well as with psychological variables (self-efficacy, aggressive behaviours, and boredom). Using a sample of 385 high school students in Debrecen, a major metropolitan centre in the eastern region of Hungary (ages 15 to 20, 39.2% female), findings supported the claim that students bene fit the most when teachers support their autonomy. Teachers' autonomy-supportive behaviour was associated with decreased levels of verbal and psychic aggression, and an increased level of self-efficacy. In addition, teachers' directly controlling behaviour was a predictor of self-efficacy, whereas the supportive but 'laissez-faire' behaviour was associated with a higher level of boredom. These findings underline the importance of teachers' autonomy-supportive behaviour but also emphasise that the role of teacher behaviour may be dependent on the specific context of the cultural and social environment. Keywords

Korábbi vizsgálatok megerősítették, hogy a szenzoros élménykeresés kapcsolatba hozható különböző szerfogyasztási szokások kialakulásával. Tanulmányunkban az egészséggel kapcsolatos viselkedést és az élménykeresés szempontjait egy speciális csoporton (pedagógusjelöltek) vizsgáltuk, akikre kiemelten fontos szerep hárul az iskoláskorú gyermekek egészségmagatartási mintáinak kialakításában, annak érdekében, hogy a felnövekvő nemzedék egy egészségesebb társadalommá váljon. Eredményeink megerősítik, hogy a szenzoros élménykeresés mögött húzódó személyiségjegyek meghatározzák a szerkipróbálásokat, és azok használatát, de növeli a sportolás esélyét is. Míg azonban az előbbi esetében az izgalomkeresés vagy a gátolatlanság játszik leginkább szerepet, az utóbbi kizárólag az élménykereséssel függ össze. Továbbá adataink arra engednek következtetni, hogy jelenleg a pedagógusjelöltek nem rendelkeznek azokkal az attitűdökkel, amivel egy példamutató személy rendelkezik. Így az oktatás utolsó lépcsőfokán nagy felelősség hárul a felsőoktatásban dolgozó pedagógusokra is.

Sensation seeking is a personality trait characterized by the need for novelty, adventure, and a general willingness to take risks. Young adults are more likely to seek sensations in high-risk situations, such as shared substance use among friends, risky sexual behavior, or sports. We know even less about any link between behaviors that are not necessarily risky (e.g., hobby sporting, occasional drinking, etc.) and gender characteristics. This paper explored the role of different dimensions of sensation seeking in female college students' health behavior, including smoking, drinking, and active sporting. The sample consisted of female teachers training college students from Debrecen, Hungary (N = 171; mean age = 20.6, S.D. = 2.6 years). Binary logistic regression analyses revealed that the total score on the sensation seeking scale (BSSS-8) was related to all types of health behavior. Disinhibition (D) contributed to smoking and drinking, while other dimensions were also related to smoking. In addition, in active sporting Experience Seeking (ES) played a role. Focus on different dimensions of sensation seeking can be applied in health education programs, particularly for students (teacher training) whose health behavior may serve as an exemplar for children. As multiple analyses suggest, sport motivation can be elevated through satisfying the female students' experience seeking, while skills training in disinhibition may help to reduce their substance use.

The situation of higher education as a workplace as well as that of the academics has changed significantly in recent decades. Earlier, compared to working in other fields, teaching at a university was considered to be a predictable, calm, relatively stress-free, flexible, autonomous, and socially recognized profession. Teachers and colleagues were protected from many sources of workplace stress, such as uncertainty, work-related ambiguity, or low job control, but today this is no longer the typical case (Kinman, 2014). The expectations (or needs) related to these roles and activities put strong pressure on the teachers, they are serious sources of stress that have a negative impact on their health, well-being (KIinman et al., 2006; Kinman, 2014). Based on the job demands-resources theory (JD-R theory) this paper investigates the workplace factors affecting the health and well-being of Central and Eastern European (CEE) university teachers.