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The concept of career maturity is a key construct in the Vocational psychology and refers to the readiness of an individual to cope with vocational development tasks that are related to a certain phase of career development. In this study, we examined the career maturity of high school students who are currently in the Exploration phase (14-24 years) which includes the developmental tasks of crystallization, specification and implementation of career choice. An adequate level of career maturity is necessary to make informed and age-appropriate career decisions at the end of high school. Research shows that career maturity increases with the age of students, particularly before career transitions, and that female students have higher career maturity than male students. The aim of this research is to determine the characteristics of students that contribute to the development of career maturity. As potential determinants, we considered gender, age, academic achievement, personality traits, and core self-evaluation. As measures of career maturity, we used Student Career Construction Inventory and Career Adapt-Abilities Scale. The study involved 1849 high school students (37.8% male), of which 496 first, 592 second and 788 third grade of high school. The results indicate a small increase in career adaptability during high school, and significant gender differences in both measures of career maturity. In the line with previous research, it has been established that career maturity is correlated with academic achievement, core self-evaluations, honesty-humility, extraversion, conscientiousness, openness to experience. Interventions to raise career maturity of high school students will be discussed.

Cilj ovog istraživanja koje se provodi u okviru projekta „AKUS - Aktivni, kreativni, uključeni, sretni“ bio je procijeniti opću kvalitetu života umirovljenika Grada Zagreba, njihovu subjektivnu dobrobit izraženu kroz osjećaje sreće, zadovoljstva životom i zadovoljstva različitim životnim područjima te usporediti po najvažnijim odrednicama kvalitete života one koji su uključeni u programe Gradskog društva Crvenog križa Zagreb i one koji nisu. Također, za skupinu umirovljenika uključenih u programe procijenilo se njihovo zadovoljstvo ponuđenim programima, očekivanja i važnost programa kako bi se programi mogli poboljšati u svrhu što veće uključenosti u zajednicu pojedinaca starije životne dobi.

Working in stone is one of the longest-standing traditions in the Northern Mediterranean. The use of stone in construction and sculpture is typical of the region, which is known for its stone churches, houses, streets, and plazas. Unfortunately, today the traditional stone carving and building in stone is being abandoned, in favour of using easier and cheaper techniques, which continuously changes the typical appearance of Dalmatian cities. However, there is a small place on the Adriatic coast where the traditional stone carving is nurtured. In Pučišća, a small town on the island of Brač, there is the Stonemason school, unique as it relies on traditional, precise handwork in stone shaping, with limited use of modern technology. It offers two education programs: the four-year high school program for stonemason technicians, and the three-year program for stonemasons. Today, the school has a total of 49 students, of whom 32 are housed in the school dormitory as they come from distant regions of Croatia. They decided on their career at the age of 14, when they left the family home and came to live on Brač. We conducted focus groups with students to discover their motives for such a decision and to explore their future career plans. We found fundamental differences in career motives and aspirations of students enrolled in four- and three-year programs, as well as different views of the traditional approach to stone shaping and carving. We also conducted focus group with school professors who stressed several reasons that led to traditional construction being abandoned and explained related decline in interest for traditional work in stone. In the paper, we discuss possible directions to the future development of the school, as well as approaches aimed to preserve the architectural tradition of the Mediterranean.

Career decision-making is an important research topic in vocational psychology, and an essential element of career counselling practice. The related outcomes are especially important for adolescents who are choosing their occupational or educational paths. Due to the complexity of career decision-making tasks, many adolescents face difficulties during this process. Such difficulties, if not adequately dealt with, may lead to a suboptimal career choice. This study aims to identify the level of career decision-making difficulties, as well as some of its personal and educational correlates in the samples of 960 early (age 12-13 ; 42.7% of boys) and 1377 middle adolescents (age 16-17 ; 38.6% of boys). The data was collected as a part of the project Free Career Choice applying group administration of computerized questionnaires in schools. The Decision-making Difficulties Questionnaire measures ten difficulties, that could combine into three major difficulty categories (Lack of Readiness, Lack of Information and Inconsistent Information), and the total score. The CDDQ reliability in both subsamples was high for Lack of Information and Inconsistent Information scales and subscales ranging from .79 to .96. For the Lack of Readiness scale and subscales the reliabilities range from.64 to .79. The total CDDQ reliability was .94 in both samples. The CFA confirmed that data fit well to the proposed three-factor structure in both samples (CFI=.961, RMSEA=.86, and CFI=.960, RMSEA=.87), and structural age invariance was confirmed. The most pronounced difficulties in both samples belong to Lack of Readiness (i.e. General indecisiveness and Dysfunctional beliefs) and Lack of Information category (i.e. Lack of knowledge about the decision-making and Lack of information about the occupations). The early and middle adolescents did not differ significantly by the mean levels of Lack of Readiness, Inconsistent Information, and total CDDQ scores while some unsubstantial difference was found for Lack of Information (η2=.003). To further analyse the characteristics of adolescents with different levels and types of decision-making difficulties we conducted a two-step cluster analysis, both on the scales and subscales levels, and both samples which all converged to two clusters solutions, basically distinguishing adolescents with high and low difficulty levels. By the binary logistic regression, we try to predict the group membership by adolescents’ gender, school achievement and socioeconomic status. The regression models explained only 4.2% of group membership variance in early, and 2.2% in middle adolescents’ samples. The school achievement was the only weak significant predictor in both samples (exp(b)=.71, and .79, respectively) meaning that adolescents with lower achievement have a somewhat higher chance to belong to the group with more difficulties. Based on these results we concluded that career decision-making difficulties are equally pronounced in early and middle adolescence and affect equally boys and girls and adolescents from different social backgrounds. A higher school achievement plays just a minor role in suppressing these difficulties. Thus, we see career decision-making as a universal problem that Croatian adolescents face, both in elementary and secondary schools, and we strongly advocate for inclusive career counselling and guidance approach embedded in school curricula or via obligatory career development school programmes.

U svijetu nepredvidljivih ekonomskih, socijalnih i obrazovnih promjena i neprilika, sposobnost pojedinca da se uspješno prilagodi uvjetima okoline postaje sve važnija. U teorijama i istraživanjima razvoja karijere, konstrukt profesionalne adaptabilnosti ističe se kao važan psihološki resurs za uspješno suočavanje s profesionalnim izazovima te kao odrednica profesionalne i osobne dobrobiti. Prema teoriji konstrukcije karijere (Savickas, 2013), spremnost za prilagodbu je ključni prediktor profesionalne adaptabilnosti koji se do sad najčešće operacionalizirao kao kognitivne sposobnosti i osobine ličnosti. Nalazi o povezanosti osobina ličnosti i profesionalne adaptabilnosti nisu konzistentni, a posebice nedostaju istraživanja na uzorcima adolescenata te nalazi o medijacijskim mehanizmima u podlozi. Jedan od konstrukata koji može objasniti dispozicijsku osnovu profesionalne adaptabilnosti su temeljne samoevaluacije koje pojedinac donosi o svojoj vrijednosti i kompetencijama. Cilj ovog istraživanja bio je ispitati povezanost između osobina ličnosti i profesionalne adaptabilnosti kod adolescenata te utvrditi medijacijsku ulogu temeljnih samoevaluacija u objašnjenju te povezanosti. U istraživanju je sudjelovalo 1798 učenika iz 18 srednjih škola u Hrvatskoj koji su polazili prvi, drugi i treći razred. Podaci su prikupljeni grupnim online ispitivanjem u školama učenika ili u virtualnim razredima. Istraživački konstrukti ispitani su Skalom profesionalne adaptabilnosti(Savickas i Porfeli, 2012), HEXACO – 60 upitnikom ličnosti (Ashton i Lee, 2009) te Skalom temeljnih samoevaluacija (Judge i sur., 2003). Kada je u obzir uzeto svih šest HEXACO dimenzija ličnosti, profesionalna adaptabilnost značajno je pozitivno korelirala s ekstraverzijom, savjesnošću i otvorenošću. Analizom traga utvrđeno je da su nakon kontroliranja spola, općeg uspjeha na kraju prošle školske godine te dobne kohorte učenika, temeljne samoevaluacije bile parcijalni medijator povezanosti između ekstraverzije i savjesnosti te profesionalne adaptabilnosti. Viša ekstraverzija i viša savjesnost predviđale su više temeljne samoevaluacije koje su bile povezane s višom razinom profesionalne adaptabilnosti učenika. Rezultati su raspravljeni u kontekstu šireg modela profesionalne adaptabilnosti koji integrira različite dispozicijske prediktore ovog konstrukta.

Numerous studies have explored vocational interest structure across the globe and different cross-cultural equivalence has been established for various models of interests. The strongest cross-cultural stability was observed for the Spherical model of interests, which accounts not only for the variability of interests towards different fields of work (e.g. working with people, things, ideas or data) but also for interests towards occupations and working activities that require different educational levels (i.e. prestige). In Croatia, there is a rich history of exploration of vocational interests in adolescence, in particular in the last 15 years. According to the findings based on more than 20 samples of Croatian adolescents aged 11 to 21 years, a stable vocational interest structure appeared at the age of 14, and the Personal Globe Inventory (PGI) served as the best measure of interest models. However, by now PGI was not applied in Croatian samples younger than 14 years. Therefore, we wanted to evaluate the vocational interest structure of early and middle adolescents using the PGI. Early adolescents were enrolled in the 5th grade (N=409), 6th grade (N=435) and 7th grade (N=517) of primary school (approximately 11 to 13 years). Middle adolescents were enrolled in the 1st grade (N=528), 2nd grade (N=578) and 3rd grade (N=785) of secondary school (approximately 15-17 years). Both hexagonal and octagonal models of interests have been tested in all six samples and results indicated the expected course of development of vocational interest structure throughout adolescence, with a noticeable increase in the model-data fit at the age of 13. Presented results are discussed in the framework of theoretical expectations and previous empirical studies, and the implications for career counselling practices are given.

Studies in the domain of career construction place strong focus on career adaptability as an important factor which facilitates career development in adolescence. On the other hand, motivation for career construction has rarely been in focus. However, a recent study indicated its important incremental contribution over career adaptability in explaining career behaviors. This study aims to supplement these finding with exploring potential determinants of both constructs. We encompassed the total of 1891 adolescents, enrolled in the 1st grade (N=528), 2nd grade (N=578) and 3rd grade (N=785) of secondary school (approximately 15-17 years). We applied Autonomous Career Motivation Scale, Career Adapt-Abilities Scale, HEXACO personality inventory, along with measures of career gender stereotyping, career-related parental behaviors, and socioeconomic status. A first, we explored relations between autonomous career motivation and career adaptability. Autonomous career motivation was expressed on relative autonomy continuum (RAC), while career adaptability was calculated as overall total score. In the three samples correlation coefficients exceeded .50, indicating that the two constructs are related, but still distinct. To explore potential differences in determinants of the two constructs, we conducted regression analyses in three age samples to explore the possible importance of HEXACO personality traits. In all samples, autonomous career motivation was dominantly defined by conscientiousness and extraversion. However, for career adaptability the importance of openness to experience was also observed, which also somewhat raised the total amount of variance accounted for. At last, we explored a potential contribution of several risk factors, but each in a separate sample. Due to the complex research design, career gender stereotyping measure was applied in the 1st grade, a measure of career-related parental behaviors in the 2nd grade, and an estimate of socioeconomic status in the 3rd grade. According to the data, we observed that career gender stereotyping and socioeconomic status had no effect either on career autonomous motivation or on career adaptability. On the other hand, the role of career-related parental behaviors showed an interesting pattern as parental support had encouraging effect on career adaptability, while parental interference and lack of engagement had adverse effect on autonomous career behavior. To conclude, our data suggest that autonomous career motivation and career adaptability share similar determinants from the personal and contextual domains, but that clear differences among them can also be observed. Further studies that encompass broader determinants and outcomes, ideally in a longitudinal manner, are needed to systematically study the differences among these two interrelated constructs, which are both important for career development of adolescents.

Dosadašnja istraživanja pokazuju razlike u obrazovnim aspiracijama i očekivanjima ovisno o obiteljskom socioekonomskom statusu srednjoškolaca. Osim strukturalnih faktora zaslužnih za pojavu i održavanje razli ka u obrazovnim ishodima, sve se češće istražuju i psihološki faktori u podlozi spomenutih razlika. Koristeći recentni model Identiteti u kontekstu kao okvir istraživanja, cilj ovog rada je istražiti ulogu kompatibilnosti identiteta - percipirane kompatibilnosti između socijalnog identiteta učenika i budućeg identiteta studenta - kao potencijalne psihološke barijere u predviđanju obrazovnih aspiracija i očekivanja kod srednjoškolaca iz Zagrebačke i Karlovačke županije. U istraživanju je sudjelovalo 327 učenika i učenica (74% djevojaka) iz tri gimnazije i jedne četverogodišnje strukovne škole na području Zagrebačke i Karlovačke županije. Učenici su rješavali online upitnik koji je konstruiran za potrebe validacije skala koje će se koristiti u sklopu longitudinalnog projekta FreeCareerChoice. Prikupljeni su podaci o sociodemografskim karakteristikama srednjoškolaca te su korištene mjere obrazovnih aspiracija i očekivanja, uzora u visokom obrazovanju te adaptirana mjera kompatibilnosti identiteta (Iyer i sur., 2009). Rezultati ukazuju na zadovoljavajuće psihometrijske karakteristike skale kompatibilnosti identiteta i upućuju na važnu ulogu kompatibilnosti identiteta kao psihološke barijere u predviđanju obrazovnih aspiracija i očekivanja, čak i na uzorku visoko ambicioznih srednjoškolaca te uz kontrolu njihovog školskog uspjeha. Nalazi istraživanja potvrđuju dio postavki modela Identiteti u kontekstu te ukazuju na važnost identifikacije pojedinih psiholoških barijera koje se mogu pojaviti u određenom obrazovnom kontekstu, a koje u većoj mjeri pogađaju ranjivije skupine učenika. U nastavku se daju smjernice za identifikaciju kompatibilnosti identiteta u školskom kontekstu te se raspravlja o potencijalnim intervencijama za smanjenje psiholoških barijera kod pojedinih skupina učenika

At the end of the primary school students are making their first career decision as they need to decide which secondary school to enrol. Such career choice would, ideally, be in line with their interests, values and career aspirations regarding future profession as well as with labour market needs. However, frequently the labour market needs for certain professions at the national, regional, and local levels are not in line with the student’s career interests. The aim of this study is to examine the differences in the educational aspirations and career choices among primary school students in Mediterranean part of Croatia and the choices of their peers from continental Croatia. Since previous research has shown that individual and family characteristics of students are important factors related to the career choices, students’ gender and various indicators of family socioeconomic status were controlled. The study data were collected within the first wave of the Croatian Science Foundation project "Free Career Choice" that longitudinally examines autonomous career motivation and other career-related factors. The sample consisted of 1322 5th-7th grade primary school students (aged between 11 and 13 ; 49% of girls) from six primary schools in Mediterranean Croatia (N = 370) and ten schools in the continental Croatia (N = 952). Children filled out online questionnaire and besides sociodemographic data, answered questions regarding their career and school aspirations: “Do you know what you will do after primary school? Which secondary school do you plan to enrol? How confident are you in your choice? What occupation would you like to do in your future?” The regional differences in students’ aspirations have been identified in terms of secondary school choice and future occupation, after controlling students’ gender and socioeconomic status. Possible explanations of observed regional differences and observed regional-specific linkages with labour market needs were further discussed.

According to the model proposed by Erik Porfeli and colleagues, each individual belongs to the one of the six vocational identity statuses [achieved, foreclosed, in confirmation (also known as searching moratorium), moratorium, diffused and undifferentiated] that are defined by the expressed levels of career commitment, career exploration and career reconsideration. The previous studies have confirmed the structural model of vocational identity statuses along with specific differences in career adaptability and other career-related variables. In this paper we want to explore the particular contribution of autonomous career motivation and career adaptability in explaining the belongingness in six vocational identity statuses in three samples of middle adolescents (total of 1891 respondents aged 15 to 17 years). The unique role of autonomous career motivation in addition to career adaptability in explaining the vocational identity statuses of adolescents is discussed.

This paper discusses the role of autonomous career motivation in career construction of adolescents. We rely on the Career Construction Model of Adaptation, proposed by Mark Savickas and nicely evidenced in recent years, to examine the position and unique contribution of autonomous career motivation in the course of career construction. On three samples of middle adolescents (total of 1891 respondents aged 15 to 17 years) we hypothesize and explore the possible position of autonomous career motivation in the path model that reflect direct and indirect effect from adaptivity through adaptability to adapting behaviours. The unique role of autonomous career motivation among personality traits, core self-evaluations, career adaptability, and career decision making difficulties for career construction in adolescence is discussed.

Research indicates that a more mature vocational identity is related to different positive career- related outcomes, while not fully formed identity can lead to undesirable outcomes and less congruent person-job fit. To better understand underlying factors that could shape vocational identity development in adolescence, this study aims to determine how vocational identity formation is associated with socioeconomic status, parental support, gender stereotyping, and career maturity. Participants in the study were 1912 secondary school students (61% girls) from Croatia, ages ranging from 14 to 18 years. Data were collected during April 2021 via an online questionnaire that students completed, either in school or at home. Besides collected sociodemographic measures, students also completed Vocational Identity Status Assessment (VISA ; Porfeli, Lee, Vondracek, & Veingol, 2011), career- related parental support scale, measures of career gender stereotyping of self and others and career maturity measures. Results indicate that among six different identity statuses, Moratorium and Diffused identity statuses are characterised by lower career adaptability, less adaptable responses regarding career construction, more career decision difficulties, and weaker endorsement of gender stereotype attitudes. In contrast, other identity statuses are characterised by greater career maturity and less gender self-stereotyping, as well as other more positive background characteristics such as higher socioeconomic status and more parental support. Among them, adolescents with Foreclosed identity status show somewhat higher levels of vocational maturity than other statuses. In sum, our results draw attention to additional assistance for a group of adolescents that are identified as ones in Moratorium and Diffused identity statuses because they could be at higher risk of undesirable career-related outcomes. Our results also point out the importance of career-related parental support, socioeconomic status, and gender stereotyping as a mechanism through which adolescents develop their vocational statuses.

Measuring students’ motivation for school is key for understanding their academic and career outcomes. The aim of this study was to examine the validity of the Multidimensional School Motivation Scale, which was adapted from the Multidimensional Work Motivational Scale (Gagne et al., 2014). The scale differentiates between six types of motivation defined by the Self-Determination Theory. Data was collected as a part of wider pilot study conducted within the research project Free Career Choice financed by the Croatian Science Foundation. The sample consisted of 404 primary school students attending grades 5 to 7 (age 11 to 13, 49% girls) and 430 secondary school students attending grades 1 to 3 (age 15 to 17, 73% girls). The data was collected using group administration of computerized questionnaire in both online and onsite setting. Apart from students’ motivation for school, the study gathered data about students’ overall school achievement and school achievement in main subjects, as well as data on students’ autonomous functioning. The analyses indicated structural validity of the scale for both elementary and secondary school sample, with minor divergence from the expected structure. The subscales demonstrated high internal reliability (with alphas in range from 0.75 to 0.89 and 0.66 to 0.86 in the primary and the secondary school samples, respectively). Furthermore, different types of motivation that were measured showed expected and logical associations with school achievement and autonomous functioning of the students. Therefore, empirical data confirms that the Multidimensional School Motivation Scale is a well-constructed and appropriate measure to use in early and middle adolescents’ samples in Croatia.

Autonomna karijerna motivacija (AKM) nov je konstrukt u području psihologije izbora zanimanja. Definiran je kao želja pojedinca da odabere karijeru zbog svog unutarnjeg interesa za sam proces izgradnje karijere, a ne zbog vanjskih okolnosti ili pritisaka. Konstrukt AKM-a proizlazi iz Teorije samodeterminacije, a definiran je kontinuumom različitih vrsta motivacije (internalna, identificirana, introjicirana-pozitivna, introjicirana-negativna, eksternalna i amotivacija). Dosadašnja istraživanja ukazuju da su više razine autonomne karijerne motivacije povezane s višim razinama profesionalne zrelosti te da AKM može objasniti dodatni varijabilitet pozitivnih karijernih ishoda povrh klasičnih mjera profesionalne zrelosti. S druge su strane istraživanja potvrdila važnost zaštitnih i rizičnih faktora za profesionalni razvoj adolescenata. Na osnovi njih je razvijen Model zaštitnih i rizičnih faktora koji predstavlja konceptualizaciju konstrukata iz osobne (npr. osobine ličnosti, temeljne samoevaluacije, školski uspjeh), relacijske (npr. roditeljska podrška) i situacijske domene (npr. sociekonomski status) koji mogu djelovati na razvoj karijere pojedinca. U ovom istraživanju pokušali smo utvrditi odnose između nekih zaštitnih i rizičnih faktora i razine autonomne karijerne motivacije na uzorcima učenika drugih (N=539) i trećih razreda srednjih škola (N=720). Korištena je Skala autonomne karijerne motivacije (Šverko i Babarović, 2019) koja mjeri navedene vrste motivacije iz kojih je formiran rezultat na kontinuumu autonomnog funkcioniranja. Kao mjere zaštitnih i rizičnih faktora korištene su osobine ličnosti (HEXACO-60 ; Ashton i Lee, 2009), Skala temeljnih samoevaluacija, (Judge i sur., 2003), Skala roditeljskih ponašanja u izgradnji karijere (Dietrich i Kracke, 2009) te kompozitne mjere sociokonomskog statusa obitelji i školskog uspjeha učenika. Različitim regresijskim modelima utvrđeno je da se oko 25% varijabiliteta autonomnog karijernog funkcioniranja može predvidjeti na osnovi zaštitnih i rizičnih faktora. Najvažnijim pozitivnim prediktorima autonomne karijerne motivacije pokazale su se temeljne samoevaluacije i osobine ličnosti – savjesnost i ekstraverzija, dok su negativni prediktori roditeljsko uplitanje i roditeljska neuključenost. U radu se dalje raspravlja o medijacijskoj ulozi temeljnih samoevaluacija u odnosu osobina ličnosti i karijerne motivacije te o stabilnosti dobivenih nalaza na uzorcima učenika i učenica te učenika gimnazijskih i strukovnih programa.

The need for artistic creativity is inherent to all children, but as they grow up, the meaning of artistic expression and interest in artistic creativity changes. Entering adolescence, artistic expression for children ceases to be a part of play and begins to represent child’s personality and enduring interests, which is why only some children remain interested in artistic creativity and art. In this paper, we discuss the important determinants of artistic interests in adolescence on a sample of 981 last grade students (67.2 % girls, mean age 18 years). The results indicated that the total of 40% of variance of artistic interests is explained by personality traits and personal values, while the importance of family contextual variables was negligible. Among personal factors, the most prominent role of openness to experience was observed, followed by self-actualization values and extraversion, and to some extent by emotionality and utilitarian values. People with greater artistic interest are more open to new experiences, less extraverted, slightly more emotional, and they also place greater importance on self-actualizing values and somewhat lower importance on utilitarian (materialistic) values. Further, the importance of family intellectual-cultural climate for development of artistic interests in adolescence is very weak, and is likely indirect, through personality traits., Potreba za umjetničkom kreativnosti urođena je svoj djeci, ali tijekom odrastanja značenje umjetničkoga izričaja i interes za umjetničko stvaranje se mijenjaju. Ulaskom u period adolescencije umjetnički izričaj prestaje biti dio igre i počinje predstavljati djetetovu osobnost i njegove trajne interese, zbog čega samo neka djeca ostaju zainteresirana za umjetničku kreativnost i umjetnost. U ovom radu proučavamo važnost odrednica umjetničkih interesa u adolescenciji na uzorku od 981 učenika završnih razreda srednje škole (67,2 % djevojčica, prosječna dob 18 godina). Rezultati su pokazali da osobine ličnosti i osobne vrijednosti objašnjavaju ukupno 40 % varijance umjetničkih interesa, dok je važnost varijabli obiteljskoga konteksta bila zanemariva. Među osobnim faktorima najznačajniju ulogu ima otvorenost prema iskustvu, nakon čega slijede vrijednosti samoostvarenja i ekstraverzije te do neke mjere emocionalnost i korist. Ljudi s većim umjetničkim interesom otvoreniji su za nova iskustva, manje su ekstrovertirani, nešto više emocionalni. Također, pridaju veću važnost vrijednostima samoostvarivanja te nešto manju važnost utilitarističkim (materijalnim) vrijednostima. Nadalje, važnost obiteljskoga intelektualno-kulturološkoga ozračja za razvoj interesa u adolescenciji vrlo je slaba i vjerojatno ostvarena indirektno, kroz osobine ličnost.

The aim of this paper was to explore the process of artistic creativity. We conducted focus groups with artists from different fields of art. A total of 23 artists participated, who were divided into three focus groups (architecture and design, visual arts and performing arts). This qualitative research method provided us with an insight into aspects of creative process that artists perceive as the most important. In the analysis of their creative process, the artists described their approaches to artistic creativity, from the development of an idea to the production of a piece of art, emphasizing the biggest challenges they face in their work. In this paper, we present the most important insights into the process of artistic creativity., fokus-grupe s umjetnicima različitih područja umjetnosti. Ukupno je sudjelovalo 23 umjetnika koji su bili raspodijeljeni u tri fokus-grupe (arhitektura i dizajn, vizualne umjetnosti te izvedbene umjetnosti). Primjena kvalitativne istraživačke metode omogućila nam je uvid u teme koje umjetnici doživljavaju najvažnijima u svojem stvaralačkom procesu. U analizi svojega kreativnog procesa umjetnici su opisali svoje pristupe umjetničkom stvaralaštvu, od razvoja ideje do izvedbe umjetničkoga djela, pri čemu su istakli i najveće izazove s kojima se u svojem radu suočavaju. U ovom radu izlažemo najvažnije spoznaje o procesu umjetničkog stvaralaštva.

Researchers argued that gender stereotyped measures have serious measurement issues that may produce confounded results (Beere, 1990 ; Liben & Bigler, 2002 ; Signorella et al., 2003): (1) Some measures assess knowledge of gender stereotypes and not attitudes ; (2) Although masculinity and femininity is not an unidimensional construct, some measures consist of only masculine or only feminine items, instead of both ; (3) Masculine and feminine items are not comparable in regards to degree of cultural stereotyping or their desirability and prestige ; (4) Some measures do not have appropriate gender content for different age groups. The aim of this study was to design and validate an improved measure of gender stereotype attitudes by taking abovementioned limitations into account. Participants in the study were 220 primary and 220 secondary school students from Croatia, ranging from 11 to 18 years old. To construct a measure of gender stereotype attitudes we obtained 32 items of occupational activities (e.g. Install electrical wiring ; Supervise children in a nursery) from the short version of Personal Globe Inventory (Tracey, 2002). We chose PGI items because it is a well-known measure of interests that is validated in different cultures (Darcy, 2005 ; Šverko & Babarović, 2016 ; Tracey, 2002) and its items are evened by prestige and are understandable to different age groups. We changed the scale instructions and descriptors to reflect measurements of gender stereotyped attitudes. Students had to indicate on a five-point Likert scale “who should do these activities”, men, women or both, men and women. The questionnaire was administered to the students in an online form during a regular school day in their computer classrooms. Results show that gender stereotype attitude measure of occupational activities has high reliability and expected factor structure that is stable in boys and girls’ sample as well as in primary and secondary school samples.

The paper presents a new computer-assisted career guidance system developed in Croatia – Career Choice. The Career Choice is a free online system designed for career guidance and counselling of individuals preparing for educational transitions, rethinking their careers, or facing a career change. The system relies on the principle of person-environment fit, and as vocational advice suggests the careers that are the most congruent to an individual's preferences. The system takes into account a total of 31 job aspects - such as communication, writing, caring for others, working conditions, independence, earnings – by which any occupation can be described. The client estimates the preference of each aspect in the desired career, and the subjective importance of each aspect in the process of career choice. The database consists of 225 occupations (job titles) evaluated by experts in all aspects. The system selects the most appropriate occupations for a client based on compensating algorithm rooted in Expected Utility Model (EUM). Career Choice counselling system has gone through two evaluation phases. In the first phase, 229 high school students, 625 university students, and 130 employees used the system and in the second phase, 208 high school students used the system. In this paper, the findings from both evaluation phases were summarized and the basic elements of the system's validity were presented, along with some elements of clients' satisfaction with the system.

Cilj istraživanja bio je utvrditi u kojoj mjeri zanimanja roditelja mogu odrediti STEM profesionalne interese učenika završnih razreda srednje škole. U uzorak je uključeno 463 srednjoškolaca (33 % mladića), koji su putem većeg online istraživanja pružili podatke o zanimanju svojih roditelja te ispunili upitnik profesionalnih interesa (PGI-S). Kao mjere interesa prema STEM području uzete su PGI skale Elektrotehnika, Mehanika i instalacije, Prirodopis te orijentacija prema polu Stvari na dimenziji interesa Ljudi – Stvari. Zanimanja roditelja kodirana su u kategorije STEM i ne-STEM zanimanja. Rezultati upućuju na znatno izraženije STEM interese kod mladića, osim interesa za prirodopis, gdje spolne razlike nisu pronađene. Pronađeni su mali efekti očeva zanimanja na skali orijentacije prema Stvarima i skalama Elektrotehnike te Mehanike i instalacija. Analiza interakcija majčina i očeva zanimanja pokazala je da je na određenim skalama interesa pozitivan učinak očeva STEM zanimanja prisutan samo ako je i majka STEM zanimanja. Učinci roditeljskih zanimanja na interese učenika nisu se razlikovali za mladiće i djevojke. Rezultati upućuju na značenje roditeljskoga STEM zanimanja kao oblika STEM kapitala, važnost ispitivanja utjecaja obaju roditelja te razlikovnost učeničkih STEM interesa., The aim of this research was to determine the extent to which parents' STEM careers can explain the vocational interests of senior high school students. The sample included 463 students (33% male) who provided information on their parents' occupations and completed a vocational interest questionnaire (PGI-S) through a larger online survey. As a measure of STEM interest, we used scores on the following PGI scales: Data Processing, Mechanical, Nature/Outdoors, and Things. Parents' occupations were coded into STEM and non-STEM categories. The results indicate significantly higher STEM interests in young men, with the exception of interest on the Nature/Outdoors scale. Small effects of father's occupation were found on the Things, Data Processing, and Mechanical scales. An analysis of the interaction between parents' occupations showed that on certain interest scales, the positive effect of the father's STEM occupation was present only if the mother had a STEM occupation. The effects of parental occupations did not differ for male and female students. The results outline the significance of parental STEM occupations as a form of STEM capital, the importance of examining the influence of both parents, and the heterogeneity of student STEM interests.

Roditeljska ponašanja orijentirana na profesionalni razvoj njihove djece očituju se kroz roditeljsku podršku, roditeljsku interferenciju te manjak roditeljskog angažmana (Dietrich i Kracke, 2009). Istraživanja pokazuju da ova specifična roditeljska ponašanja mogu utjecati na različite ishode vezane uz profesionalni razvoj adolescenata (Dietrich i Kracke, 2009 ; Guan i sur., 2015). Cilj ovog istraživanja je ispitati kako su roditeljska ponašanja orijentirana na profesionalni razvoj povezana s profesionalnom adaptabilnosti kod učenika srednje škole. Profesionalna adaptabilnost odnosi se na samoregulacijske kapacitete koje pojedinci koriste kako bi se uspješno nosili s izazovima u razdobljima profesionalnih tranzicija (Savickas, 1997). U kontekstu navedenog istraživačkog cilja, pobliže ćemo ispitati kako su tri facete roditeljskih ponašanja orijentiranih na profesionalni razvoj te interakcije među njima povezane s učeničkom profesionalnom adaptabilnosti. U ovom istraživanju sudjelovalo je 220 učenika srednjih škola, u dobi između 15 i 18 godina, s jednakim udjelom djevojaka i mladića. Učenička profesionalna adaptabilnost mjerena je Skalom profesionalne adaptabilnosti (Savickas i Porfeli, 2012) koja sadrži 24 čestice na koje učenici odgovaraju na skali od pet stupnjeva. Roditeljska ponašanja orijentirana na profesionalni razvoj mjerena su skalom koju su razvile Dietrich i Kracke (2009). Ova se mjera sastoji od 15 čestica na koje učenici odgovaraju na skali od četiri stupnja. Podaci su prikupljeni unutar većeg istraživačkog projekta kroz grupno testiranje u školama učenika. Učenici su upitniku pristupali online u svojim računalnim učionicama. Očekujemo da će roditeljska podrška pozitivno predviđati profesionalnu adaptabilnost učenika, dok će ju roditeljska interferencija i manjak angažmana predviđati negativno. Također očekujemo da će roditeljska ponašanja biti u međusobnoj interakciji pri predviđanju učeničke profesionalne adaptabilnosti. Primjerice, očekujemo da će pozitivni prediktivni učinak roditeljske podrške na profesionalnu adaptabilnost biti snažniji kada roditelji pokazuju višu razinu angažmana. Dobiveni nalazi mogu poslužiti kao smjernice u kreiranju intervencija usmjerenih na profesionalni razvoj te u savjetodavnom radu s roditeljima s ciljem poticanja pozitivnog profesionalnog razvoja i adaptivnih profesionalnih ponašanja kod srednjoškolaca.

Cilj ovog istraživanja je bio utvrditi u kojoj mjeri roditeljske karijere u STEM području mogu odrediti interese učenika završnih razreda srednje škole. Unutar većeg online istraživanja tranzicije karijere adolescenata, za potrebe ovog rada, u uzorak je uključeno 463 srednjoškolaca (33% mladića) koji su pružili podatke o zanimanju svojih roditelja te ispunili upitnik profesionalnih interesa (PGI- S). Zanimanja očeva i majki kodirana su u skladu s popisom STEM zanimanja u O*Net bazi, u kategorije STEM i ne-STEM zanimanja. Multivarijatnom analizom varijance željelo se utvrditi u kojoj mjeri se učenici razlikuju u svojim interesima s obzirom na zanimanje majke i oca, djeluje li efekt roditeljskih zanimanja u jednakoj mjeri na interese djevojaka i mladića te postoji li dodatni interakcijski učinak kombinacije zanimanja oca i majke na interese učenika. S obzirom na nalaze ranijih istraživanja, kao mjere interesa prema STEM području korištene su skale PGI-a: elektrotehnika, mehanika i instalacije (R), prirodopis (I) te orijentacija prema polu Stvari na dimenziji interesa Ljudi-Stvari. Rezultat, prema očekivanjima, ukazuju na znatno izraženije STEM interese kod mladića, osim interesa za prirodopis gdje spolne razlike nisu pronađene. Učinci zanimanja očeva i majki su slabi, te uz p

Prvi nacionalni Etički kodeks istraživanja s djecom (dalje: Kodeks ili Etički kodeks) usvojilo je Vijeće za djecu 12. rujna 2003. godine. Ovaj Kodeks je bio ishod višemjesečnog rada interdisciplinarne skupine stručnjaka - liječnika, pedagoga, pravnika, psihologa, socijalnih pedagoga. Cilj Kodeksa je bio poticanje sustavnog promišljanja etičkih načela istraživanja u kojima su sudionici djeca ili koja se odnose na djecu te razvijanje i osiguravanje dobru praksu istraživanja koja osigurava najbolje interese djece sudionika različitih istraživanja. Sastavni dio Kodeksa je i reguliranje njegove primjene koju će pratiti Nacionalno etičko povjerenstvo za istraživanja s djecom (NEPID). NEPID je početkom 2019. pokrenulo reviziju Kodeksa temeljem analize prakse koja je pokazala da je, između ostalog, potrebno bolje balansirati pravo djeteta da sudjeluje u istraživanja u odnosu na pravo roditelja da odlučuje o djetetovom sudjelovanju u istraživanjima, bolje regulirati sudjelovanje ranjivih skupina djece (npr. djeca u javnoj skrbi, djeca s posebnim potrebama) u istraživanjima te specifičnosti biomedicinskih istraživanja u kojima sudjeluju djeca. Uz to, sve veća prisutnost on- line istraživanja i Europska povelja o zaštiti podataka dodatno je ukazivala da je revizija Etičkog kodeks zaista nužna. Priprema revizije se odvija kroz rad 5 radnih skupina u koje je uključeno 25 vrhunskih stručnjaka u ovom području: (1) Radna skupina za on-line istraživanja s djecom, (2) Radna skupina za kvalitativna istraživanja s djecom, (3) Radna skupina za intervencijska istraživanja s djecom, (4) Radna skupina za pripremu istraživanja i planiranje postupka nakon provedenog istraživanja (uvid u rezultate i davanje povratnih informacija) te (5) Radna skupina za zakonodavni okvir. Očekuje se da će radna verzija revidiranog etičkog kodeks biti u javnoj raspravi do kraja 2019. Cilj okruglog stola, na kojem će se prvi puta profesionalnoj javnosti prikazati revidirane verzije Kodeksa, je potaknuti dijalog o tome kakav Kodeks istraživanja s djecom nam treba iz pozicije zagovaranja prava djece. Voditeljica okruglog stola, i predsjednica NEPID-a, Marina Ajduković, će prikazati ključne dileme i novine u prijedlogu revidirane verzije Kodeksa. Iva Šverko, voditeljica Radne skupine za on-line istraživanja s djecom i Lucija Vejmelka, članica ove radne skupine, će prikazati nužne dopune Kodeks u tom području. ČlanVladimir Kolesarić, su-urednik prvog nacionalnog Etičkog kodeksa istraživanja s djecom će dati kritički osvrt na neke ključne razlike između Kodeksa iz 2003. i prijedloga njegove revidirane verzije. Članica radne skupine za pripremu istraživanja i planiranje postupka nakon provedenog istraživanja (uvid u rezultate i davanje povratnih informacija) Renata Jukić osvrnut će se na iskustvo rada u ovoj radnoj skupini. Silvija Ručević će iz perspektive iskusnog istraživača s djecom problematizirati u kojoj mjeri revidirana verzija odgovara potrebama djece i istraživača.

Cilj ovog istraživanja bio je provjeriti moguće odrednice i ishode angažiranosti u studiju, odnosno pozitivnoga stanja što ga karakteriziraju energičnost, predanost i zadubljenost u radu. Kao središnju mjeru uzeli smo Utrecht-skalu angažiranosti u studiju. U okviru prvoga istraživačkog problema, u kontekstu Modela radnih zahtjeva i resursa, ispitivali smo odrednice angažiranosti u studiju: temeljne samoevaluacije i sklad interesa pojedinca i studijske okoline (kongruentnost iskazana Iachanovim M-indeksom). U okviru drugoga problema ispitivali smo ulogu angažiranosti u studiju za objašnjenje uspješnosti u studiju. Sudionici istraživanja bili su studenti sa šest fakulteta Sveučilišta u Zagrebu (N = 380). Rezultati su pokazali da kongruentnost i temeljne samoevaluacije predviđaju angažiranost u studiju, pri čemu su temeljne samoevaluacije determinanta svih aspekata angažiranosti u studiju, dok je doprinos kongruentnosti povrh temeljnih samoevaluacija prisutan samo kod predanosti i ukupne angažiranosti. Uspjeh u studiju uspješno se može predvidjeti na temelju spola, dobi, temeljnih samoevaluacija i studentske angažiranosti, no ne i kongruentnosti. Angažiranost u studiju objasnila je dodatni udio uspješnosti u studiju povrh spola, dobi i temeljnih samoevaluacija. and outcomes of students' engagement. Students' engagement is a positive condition characterized by vigor, dedication and absorption in work and it was measured by the Utrecht Work Engagement Scale for Students (UWES-S). Our study had two research problems. Within the first problem, we relied to the Job Demands-Resources Model to examine the possible determinants of students' engagement: core self-evaluations and the person-environment fit (congruence as measured with the Iachan M index). Within the second research problem we examined the role of students' engagement in explaining academic achievement. Participants were students enrolled in six different study programs at the University of Zagreb (N = 380). The results have shown that congruence and core self-evaluations explained students' engagement. Core self-evaluations were shown to be related to all aspects of students' engagement, while congruence contributed over and above core self-evaluations to dedication and total students' engagement. Academic achievement was determined by gender, age, core self-evaluations and students' engagement, but not by congruence. Students' engagement explained an additional variance of academic achievement s over gender, age, and core self-evaluations.

U našem obrazovnom sustavu učenici donose svoje prve profesionalne odluke već pred kraj osnovne škole – odabir srednjoškolskog obrazovanja. Ta im odluka, već u ranoj dobi, određuje profesionalni put koji je kasnije ponekad teško mijenjati. Međutim, istraživanja su pokazala da učenici u toj dobi ne poznaju dovoljno sebe, svoje interese, vrijednosti i svijet rada da bi donijeli informirane i zrele profesionalne odluke. Također, u našem obrazovnom sustavu rijetko postoji formalno organizirano profesionalno usmjeravanje unutar školskih ili predmetnih kurikuluma. Zato su često učenici prepušteni sami sebi ili sporadičnim intervencijama stručnih suradnika i/ili zainteresiranih učitelja. U svijetu se već dugi niz godina provode različite intervencijske aktivnosti, najčešće u vidu implementacije programa profesionalnog usmjeravanja i savjetovanja u škole kako bi se pomoglo učenicima da donesu što informiranije profesionalne odluke. U našem projektu bavili smo se implementacijom jednog programa profesionalnog razvoja u devet osnovnih škola na području grada Zagreba te utvrđivanjem njegovih učinaka na profesionalni razvoj učenika. U izlaganju ćemo prikazati kako smo koncipirali intervencijski program, kako je implementiran, na koje smo izazove naišli prilikom njegove implementacije te kakve implikacije dobiveni nalazi o njegovoj učinkovitosti imaju za obrazovnu praksu.

This paper proposes a conceptualization of protective and risk factors that influence the career development of an individual. According to the proposed model, protective and risk factors in career arise from the personal, relational, and situational domains. Personal factors are psychological traits that have been evidenced in the literature to influence career development, such as extraversion, conscientiousness, future orientation, optimism, flexibility, stress resilience, self-efficacy, cognitive capacity, or the health of an individual. Relational factors include social influences that can have either a positive or negative effect on career development, starting with the influence of parents, peers, and society, which manifests through social support and different relational styles. Situational factors represent different external influences that can influence career development, of which the socio-economic status and opportunities in the individual's place of residence are recognized in the literature. The paper elaborates the above conceptualization of protective and risk factors in career development through the framework of key theoretical approaches and current research in the field.

The HEXACO model accommodates important constructs that are beyond the space of classical Five Factor and Big Five models, including different forms of prosociality and altruism. Namely, in the HEXACO model, general prosocial versus antagonistic orientation is located between Honesty-Humility, Agreeableness and Emotionality factors, and each of these traits is linked to different form of prosocial behavior, which covers a broad range of actions that are intended to benefit others rather than oneself (such as cooperating, sharing, giving, helping, and comforting others). Apart from investigating the direct relations between personality traits and specific forms of prosociality, it is interesting to do it also indirectly, for example, by assessing the relations of personality traits and career preferences. Therefore, the aim of this report is to investigate relations between HEXACO traits and prosociality as well as some preferences for social careers in two independent studies. The first study aimed at investigating relations between HEXACO traits and prosociality on 680 college students. The data was collected on-line, using HEXACO-60 and Prosocial Personality Battery. Results of hierarchical analyses confirmed that Honesty-Humility, Agreeableness and Emotionality were most strongly related to prosociality as well as specific forms of it, reflecting theoretically meaningful relations. The second study explored the relations between HEXACO traits and social career preferences on a sample of 981 students at the end of their high school education. HEXACO-60, Personal Globe Inventory-Short and Values Scale-Short were administered on-line. It was observed that altruistic work values and interests in helping occupations can be best predicted by Emotionality and Honesty-Humility traits. On the other hand, values and interests that belong to more general social domain were best predicted by Emotionality and Extraversion. Taken together, the findings of this report provide additional insights in relations of HEXACO traits and prosociality, emphasizing the importance of HEXACO traits in explaining prosocial and helping behavior.

Cilj rada je utvrditi promjene u stukturalnim obilježjima profesionalnih interesa učenika uslijed sudjelovanja u školskom programu profesionalnog razvoja. Program je imao za cilj upoznati učenike osmih razreda sa svijetom rada, osvijestiti njihove profesionalne preferencije te razviti vještine donošenja profesionalnih odluka. U istraživanju je primijenjen nacrt s eksperimentalnom (N = 119) i kontrolnom (N = 137) skupinom te testiranjem prije i nakon tretmana. Intervencijski program je trajao dva mjeseca i uključivao osam jednosatnih grupnih radionica. Očekivalo se da bi tretman mogao dovesti do bolje diferenciranosti i konzistentnosti interesa, jer je već primijećen pozitivan učinak na smanjenje poteškoća pri odlučivanju te na povećanje profesionalne zrelosti učenika (Babarović, Blažev & Dević, 2019). Kao mjera RIASEC interesa primijenjen je upitnik UPI-48. Kao mjere diferenciranosti korištene su mjere raspršenja interesa te duljina dominantnog vektora na dimenzijama Ljudi-stvari i Podaci- ideje. Mjere konzistencije bazirale su se na bliskosti dva ili tri dominantna tipa interesa, te na mjeri podudarnosti profila interesa s kosinusnom funkcijom. Dodatno, stabilnost interesa provjerena je podudaranjem dominantnih tipova, korelacijama rezultata na RIASEC skalama te promjenom kuta dominantnog vektora između dva mjerenja. Rezultati su pokazali da su se interesi učenika vrlo malo promijenili, odnosno da su ostali stabilni, bez obzira na intervenciju. Promjene u konzistentnosti interesa nisu pronađene, kao niti promjene na većini mjera diferenciranosti. Stoga, iako su dosadašnji nalazi ukazali da ova intervencija može biti korisna za podizanje profesionalne spremnosti učenika, njeni učinci na formiranje diferenciranijih i konzistentnijih interesa nisu dokazani. Navedeno ide u prilog nalazima da se stabilni profesionalni interesi strukturiraju već u ranoj adolescenciji, te da se pri donošenju prvih profesionalnih odluka može osloniti na interese osnovnoškolaca.