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To study the impact of the 2019 Albania on the socio-demographic profiles of a cohort of survivors and its association with probable post-traumatic stress disorder (PPTSD). A sample of 221 residents of temporary shelter camps and permanent homes in Albania who were affected by the earthquake on November 26, 2019, was assessed using The Impact of Event Scale-Revised (IES-R) to evaluate the probable PTSD (PPTDS), two weeks after the earthquake. Of the 221 participants (age: 14–63 years), 55 (24.89%) were males and 166 (74.11%) were females. About 50% were married and three-quarters had completed high school/university level education. The earthquake rendered 46.6% (n = 103) homeless, 95 participants (43.0%) became unemployed. The mean IES-R values were significantly higher in survivors who suffered personal injury, witnessed injury or death of another survivor or lost someone close to them compared to those who were not exposed these situations. All earthquake exposures and socio-demographic factors (except age and number of children) showed a significant negative correlation with the IES-R score. The prevalence of PPTSD from the impact of earthquakes was 66.1% (IES-R score ≥ 33). Survivors with low income had significantly higher scores and educational level (both self and spouse) showed a significant negative association with IES-R score. This initial study identified factors that could contribute to the development of PPTSD and suggests interventions for the survivors with low income, less education and who witnessed death of another person or someone close to them on priority basis to circumvent the development of PPTSD.

This study investigated the associations among school climate domains and how school climate interacts with academic performance. A sample of Kosovan public school students ( N = 855) was assessed using the School Climate Survey. The results showed that students had positive perceptions in the school climate domains of teaching and learning and safety, indicating high school morale. Results further showed a positive correlation between students’ perceptions of school safety and their academic performance. Significant gender differences in perceptions of school safety were noted. Maternal education level was also shown to have an impact on student academic performance.

Early marriage has a negative influence on youngsters’ pursuits toward higher education, with considerable health and social impact worldwide. Educational aspirations, career goals, and early marri...

The current study aims to identify the impact of transformational and transactional attributes of school principal leadership on teachers’ motivation for work.A sample of 357 Kosovar public middle school teachers was assessed using the Work Tasks Motivation Scale for Teachers (WTMST) and the Multifactor Leadership Questionnaire (MLQ). Results revealed that transformational leadership attributes, idealised influence, and inspirational motivation predict autonomous motivation in teachers; individual consideration predicts motivation for complementary tasks; and contingent reward significantly predicts motivation for student evaluations. The present study findings can serve as a support in improving the quality of education in low- and middle-income countries.

Previous research suggests that social support affects both career self-efficacy and career decision-making status. The purpose of this study was to analyze the relationship between social support and career indecision and the role that career self-efficacy plays in this relationship. A series of validated measures assessing social support, career self-efficacy, and career indecision were administrated to 700 Kosovar youth (mean age = 18.1 years, 57% women and 42.9% men). The findings revealed that social support was significantly negatively correlated with career indecision. The study results also indicated that social support was indirectly correlated with career indecision, as career self-efficacy played a mediating role in this relationship. The findings provide useful insight into the links between social support, career self-efficacy, and career decision making. Therefore, these results provide a foundation for the development of interventions for adolescents.

High levels of domestic and intimate partner violence are continuously reported in Kosovo, and child maltreatment by parents is common. This study explores the coexistence of intimate partner violence and child maltreatment and its association with sociodemographic factors. A sample of 208 Kosovar adolescents was assessed using the Conflict Tactic Scale and the Parent-Child Conflict Tactic Scale. The results showed interplay between experiencing intimate partner violence and witnessing violence between parents. The hierarchical logistic regression results showed that adolescents exposed to psychological intimate partner violence had a higher chance of experiencing psychological aggression and corporal punishment by their parents, when controlling for sociodemographic factors (gender, average grades, parents’ education, number of sisters/brothers, and financial income). The findings foresee the necessity of comprehensive approaches to family violence phenomena that affect family members, including parents and children. They indicate the importance of considering poly-victimization in the assessment and prioritization of such cases.

Leadership style of school principals is considered an influential factor in teachers’ self-efficacy. However, very few studies have explored the relationship between the transformational and transactional leadership style of school principals and self-efficacy of teachers. The aim of this study is to investigate the relationship between teachers’ self-efficacy and their perceptions of leaders/principals’ behaviour, with a special focus on the transactional and transformational leadership practices. Quantitative research design employing a stratified random sampling was used for this study. A total of (n= 357) teachers were surveyed, using the Multifactor Leadership Questionnaire (MLQ) and Bandura’s Instrument for self-efficacy. The strongest correlation was noticed between Idealized influence and self-efficacy for climate in schools (r = .377, p

Worldwide research studies show that anxiety disorders are rising among students. The main goal of this study is to identify the differences in test anxiety among Bachelor and Master level students at the Department of Psychology, University of Prishtina, by identifying the most common factors influencing their test anxiety changes. The first research question aims to examine differences in test anxiety across levels of study, while the second research question aims to identify the most influential factors which impact the reduction or increase of test anxiety level on the above mentioned students. Using the quantitative method, the Test Anxiety Scale Questionnaire (Nist & Diehl, 1990) was used to measure the level at which students experience test anxiety. The measuring instrument consists of an online survey distributed to a sample of (N=59) students. According to the study results, undergraduate students reported significantly higher levels of test anxiety compared to graduate students. Regarding anxiety reduction factors, Masters students reported higher levels of confidence, study skills, receiving good grades, and prior information gained compared to undergraduate students. With regard to anxiety increasing factors, Bachelor level students tended to cite lack of preparation, fear of failing, family responsibilities, characteristics of the professor and exam, lack of time management skills, and lack of study skills as factors related to test anxiety as compared to Masters students.

The purpose of this article is to assess the association of test anxiety and academic performance with study skills, coping mechanism, self-concept, self-esteem, and psychological distress among university and high school students. A series of validated measures were administered to 284 Kosovar students, most of whom were in college (60.3%). Being in college and social support resulted as protective factors for test anxiety. Better study skills, self-concept, and psychological distress were indicative of higher test anxiety. Higher levels of self-esteem were associated with higher student success. Practical implications and research future directions have also been discussed.