Dalia Nasvytienė

Employee resilience is commonly understood as a process that protects against distressing conditions and helps employees to cope with stress factors, to survive and adapt to changing work environments. Over the past few years Lithuanian teachers have had to deal with unexpected force majeure situations, such as the COVID-19 pandemic, a large influx of Ukrainian refugee pupils, ongoing school related issues, such as the introduction of new curricula, full inclusion of children with special needs, reorganizations, and increasing workloads. Our study based on the four-dimensional Teacher Resilience Framework and Job Demands-Resources theory aimed to examine relationships between supportive leadership, job resources and teacher resilience, and to reveal the mediating role of job resources in the relationships between supportive leadership and teacher resilience. A cross-sectional research sample included 455 Lithuanian teachers working in elementary and secondary schools. Data were coll...

Tikslas – pristatyti stojančiųjų į pedagogines specialybes motyvacijos tapti pedagogu vertinimo metodo teorines prielaidas ir psichometrinius rodiklius. Šalies raidos strateginiai tikslai kelia aukštus reikalavimus esamiems ir būsimiems pedagogams, todėl poreikis turėti veiksmingą būsimų pedagogų atrankos ir rengimo sistemą tampa itin aktualus. Pedagogų ryšys su profesija ir profesinė sėkmė siejami su asmens, studijų proceso ypatumais, pedagoginio darbo patirtimi, psichosocialine įstaigos aplinka (pavyzdžiui, Oder & Eisenschmidt, 2018; Skaalvik & Skaalvik, 2018), tačiau bet kuriame ryšio su profesija etape vienas svarbiausių yra motyvacinis aspektas (Han & Yin, 2016). Motyvacija turi įtakos karjeros sprendimams studijuoti pedagoginę specialybę, pradėti ir tęsti pedagogo karjerą. Lietuvoje, kaip ir daugelyje pasaulio šalių, stojančiųjų į pirmosios pakopos švietimo ir ugdymo studijų programas motyvacijos vertinimas yra privalomas ir vyksta nuo 2010 metų. Pranešimo autorių parengto sto...

Present article deals with the links of the mothers' beliefs about child play and their developmental characteristics. The importance of child play as the main and leading activity is discussed from the position of diverse theoretical perspectives. The closest caregiver is considered to be positively related to cognitive and emotional development of the child. Fifteen toddlers (age range from 17 to 23 months) and their mothers (age range from 25 to 36 years) participated in longitudinal research. Bayley Scales of Infant and Toddler Development (III ed) and Questionnaire of Mothers' beliefs (created by authors) were used as assessment instruments. Cognitive and social-emotional scales indicators of child cognitive and social-emotional development were analyzed according three categories of mothers' beliefs about child's play revealing more didactic or emotional or social profits of play activity. Conclusions were drawn about strong positive relationship between child&...

The aim of the study- to examine the children who have hyperactive symptoms, their emotional and behavioral problems. Children of Baisogala secondary school primary forms and Baisogala kindergarten- primary school (N= 115), their teachers and parents were asked to fill the questionnaire. Disturbance of attention- deficit/ hyperactivity disorder ADHD was stated by Conners (1997) CADC the evaluations received in teachers’ questionnaire. If the participants who received the evaluation T ≥ 50 were determined as having hyperactive symptoms. The level of emotional and behavioral problems was determinated according Achenbach’s (1991) Child Behavior Checklist. The level of emotional problems was stated according Naglier (1988) the Drawing of a Human: The Procedure of Selection of Emotional Problems. ADHD was determined for 42,6% of examined children in primary classes. The difference among boys was 10,2 % higher than among girls. The most characteristic internal scale problems among hyperactive children were withdrawal (p=0,008), social problems (p= 0,000), intellection (p= 0,036), attention (p= 0.000). External scale problems were: delinquent behavior (p= 0,000) and aggressive behavior (p= 0,000). It was determined that somatic complaints (p= 0,753) and worry/ depression (p= 0,902) are typical for hyperactive children and for these who have symptoms of hyperactivity. The level of emotional problems of hyperactive children is not higher in comparison to children who do not have the... [to full text]

The growing field of empirical studies on child’s resilience encouraged us to conduct a meta-analysis in order to integrate the findings across studies targeted at child’s adaptive functioning after experiences of maltreatment. In face of substantial and unbiased empirical evidence (published in scientific databases before 2010), research questions were raised about extant verifiable explanatory knowledge as well as implications for countries just starting such research. Domain-specific resources accounted for the majority of attributes of resilience. The aim of the study was to investigate the attributes of a child’s positive functioning in face of maltreatment. We used the Comprehensive Meta-Analysis V2 software program and applied the guidelines for psychometric meta-analysis. Attributes of resilience were treated as moderator variables and assigned to one of three categories according to the framework of the study, namely, individual characteristics (classified through the domai...

 Adolescents were a particularly vulnerable group at the time of the pandemic. Restrictions applied during quarantine brought a lot of stress and challenges for the youth. The aim of this study was to reveal how adolescents cope with challenges faced during the lockdown due to COVID-19. Twenty four 13–17-year-old adolescents participated in a qualitative study using semi-structured in-depth interviews via Zoom. Findings revealed seven themes related to youth coping behavior during lockdown: 1. withdrawal behavior, 2. focus on particular activities, 3. social support seeking within family and via the internet with friends, 4. expression of overwhelming emotions, 5. protest against quarantine restrictions, 6. attempts to maintain “active oneself”, 7. search for the personal meaning of the lockdown. Understanding the coping behaviors and helping adolescents reflect their mental states in stressful situations could be effective interventions in order to reduce the risk of future psychol...

This study aimed to systematize the diverse and rather controversial findings of empirical research on the relationship between the temperament and academic achievement of school children, as well as to determine the average effect size between these variables. We included 57 original studies of published and unpublished research conducted in 12 countries between 1985 and 2019, with cumulative sample size of 79,913 (varying from 6333 to 14,126 for links between particular temperament dimensions and specific domains of achievement). A random-effects and mixed-effects model was fitted to the data for the central tendency of the temperament–achievement relation and for analyzing moderators, respectively. The high heterogeneity of studies was tackled by selected specific moderators, namely, education level, transition status, family’s socio-economic level, and sources of report on achievement and temperament. The main findings of this meta-analysis affirmed the positive association of e...

Tyrimu siekta empiriškai patikrinti Žmogaus piešinio: Kiekybinio įvertinimo sistemos (ŽP: KĮS) ir Žmogaus piešinio: Emocinių problemų atrankos procedūros (ŽP: EPAP) psichometrines savybes. Mokslinių publikacijų šia tema Lietuvoje ir užsienyje yra gerokai mažiau negu yra ŽP naudojimo poreikis. Ištirti 165 vaikai / paaugliai (klinikinę grupę sudarė 95 tiriamieji, jiems būdingi įvairūs elgesio / emociniai sutrikimai, palyginamąją grupę – 70 vaikų / paauglių). Rezultatai liudija silpną konkurencinį ŽP: KĮS validumą palyginus su jei Wechslerio vaikų intelekto skale IIILT. ŽP ir WISC-IIILT rezultatai klinikinėje grupėje labai skiriasi: kai vaikas mėgsta piešti, jo intelekto lygis (įvertintas atsižvelgiant į piešinius) priskiriamas aukštesnei klasifikacijai nei nurodo WISC-IIILT rezultatai; jei nemėgsta piešti – stebėta atvirkštinė tendencija. Tarpgrupinis rezultatų palyginimas atskleidė, kad projekcinės metodikos ŽP: EPAP požymių visuma leidžia diferencijuoti abiejų grupių tiriamųjų pieši...

The purpose of this research articlewas to analyse attributes of the method used to evaluate  the motivation of students entering education-related study programmes to eventually become educators. The research was conducted in two phases. During the first phase students who had undergone the motivation evaluation from 2010 to 2012 and were now first, second or third-year students in education-related study programmes at the Lithuanian University of Educational Sciences, at Klaipėda University, and the University of Šiauliai filled out questionnaires. During the second phase questionnaires were collected from those who underwent the motivation evaluation in 2013 at those same universities. The samples consisted of 614 students and 682 student candidates. Research methods included a review of relevant research and education documents, as well as a survey. The questionnaire consisted of scaled responses to assertions and independent questions. Satisfaction with university studies, the ...

Maturity exams are important for graduates, as they determine the opportunities for further learning and career choice. Students differently respond to knowledge tests, but for many of them, this puts a lot of tension. The tension experienced in approaching final exams can depend on many personal and situational factors. This study aimed to investigate the relationships between graduates’ perceived tension before the exams, which consists of test anxiety with fear appeals, and characteristics of their temperament as well as engagement in school activities. The 128 participants 18-19-year-old graduates, 99 girls and 29 boys, from 35 Lithuanian gymnasiums, participated in the study. Respondents completed several instruments during the study: FRIEDBEN Test Anxiety Scale, Teachers’ Use of Fear Appeals Questionnaire, The Adult Temperament Questionnaire, and School Engagement Questionnaire. The results showed that graduates’ test anxiety is positively associated with fear appeals, is pred...

Maturity exams are important for graduates, as they determine the opportunities for further learning and career choice. Students differently respond to knowledge tests, but for many of them, this puts a lot of tension. The tension experienced in approaching final exams can depend on many personal and situational factors. This study aimed to investigate the relationships between graduates’ perceived tension before the exams, which consists of test anxiety with fear appeals, and characteristics of their temperament as well as engagement in school activities. The 128 participants 18-19-year-old graduates, 99 girls and 29 boys, from 35 Lithuanian gymnasiums, participated in the study. Respondents completed several instruments during the study: FRIEDBEN Test Anxiety Scale, Teachers’ Use of Fear Appeals Questionnaire, The Adult Temperament Questionnaire, and School Engagement Questionnaire. The results showed that graduates’ test anxiety is positively associated with fear appeals, is pred...