<abstract><title style='display:none'>Abstract</title>We live in the era, when a lack of understanding the elementary family's functions and ineffectiveness in creating lasting and open relations within the family backgrounds are a frequent phenomenon. The breakdown of the family is often caused by immaturity and inadequate conditions for the parental and marital role. Personal tragedies, as well as the consequences in the upbringing, are serious effects of divorce and family breakdown. In this article we are attempting to point out an importance of the family in our current society with an emphasis on the particularities of the father’s and mother’s role in child rearing.</abstract>

Father’s and Mother’s Roles and Their Particularities in Raising Children

<abstract><title style='display:none'>Abstract</title>The article briefly introduces the CLIL method and its use. The paper explains the terms hard CLIL and soft CLIL. Next, it deals with CLIL specifics, possible advantages and disadvantages. The competence and educational requirements on teachers are mentioned, too. This contribution also contains a sample lesson of recruitment.</abstract>

The Content and Language Integrated Learning Approach in Use

<abstract><title style='display:none'>Abstract</title> Introduction: The transition from the limited information environment to the extended information world has fundamentally transformed the communication and information-gathering processes. The new learning spheres (non-formal and informal learning, i.e. lifelong learning) require rethinking learning strategies.Purpose: The generation logic and knowledge of different generations can help making the learning process more effective and efficient. It also helps, if we know which generation exists and which one is a “fictious generation”. According to theory of Mannheim and the model of Prensky, we can describe Generation X, Y and Z, but now the name of the next generation is being established.Methods: With the help of traditional desk research, such as literature search, data mining and web search, this article covers the origin of Generation Alpha (Alfa), the possible characteristics attributed to this age group, and tries to discern if this concept is meaningful in terms of the generation paradigm.Conclusions: Overall, it is apparent that while the existence of X, Y, and Z generations is demonstrable, the naming and characterizing the Alfa generation is important for marketing purposes, scientifically there is no evidence for “Generation Alpha”.</abstract>

Pallasz Athéné University, Kecskemét, Hungary; J. Selye University, Komárno,

Generation Alpha: Marketing or Science

<abstract><title style='display:none'>Abstract</title> Introduction: It is paradoxical that more attention is currently paid to negative features in children’s and adolescents’ behavior (aggressive behavior, bullying) than to the positive ones (helping, social support). Purpose: This literature review describes how children’s sensitivity to helping other people develops and how children acquire competences in helping. Methods: The literature search was conducted in databases using keywords “child”, “prosocial development” and “prosocial behavior”. Publications (papers or monographs) published in English or Czech between 1989 and 2016 were retrieved. Conclusions: The study identified the following sources of prosocial behavior: use of fairy-tale motifs in the case of babies (e. g. the motif of good deeds) and targeted family education with the use of direct and indirect procedures. Targeted education of children in preschool was accomplished by experienced teachers. Education in providing help and social support to schoolmates (including the socalled partnership and peer teaching) at elementary school was identified as a special case.</abstract>

Prosocial Behavior Education in Children

<abstract><title style='display:none'>Abstract</title>Many models have been made during the study of the chronology and areas of the socialization process and thus the extrafamilial and extracurricular platforms have often been in focus. Many theories have been created about the periods preceding adulthood, i.e. youth. Now, on the borderline of the two areas a new profession is in the making, targeting youth in an extrafamilial and extracurricular context. This new area deserves thorough analysis with a focus on theoretical background since models of leisure environments outside the family and school are now on the same footing with youth education and socialization. The current study deals with leisure environment and youth. It reviews theories of socialization environments and venues, provides a grouping of them and introduces a new theory that best fits into the conceptual apparatus of the youth area and serves as a solid foundation for it. In addition, scientific and international agreements pertaining to the periods of youth will be looked at, and an attempt will be made to create a break-down by age group that is best adaptable to the extrafamilial and curricular environment. It must be stressed that the present study does not deal with the repertory of socialization themes, such as gender socialization, moral socialization, political socialization and others, but merely those environments where these take place.</abstract>

The Basis and the Structure of the Tertiary Socialization Field and the “Youth-Affairs” as an Autonomous Area

<abstract><title style='display:none'>Abstract</title> Introduction: A group of researchers have worked out the Teacher Trainers’ Professional Competences in Hungary. The aim of the research was to explore whether there are any differences among certain groups of teacher trainers concerning their self-reflection, self-evaluation and commitment to ongoing professional development. Methods: Structured interviews were carried out with a sample of 6 teacher trainers whose selection was based on two principles - those who are considered to be teacher trainers in Hungary and those who are available in one of the most important teacher training centres in Hungary - Eszterházy Károly University. The data analysis was done with the General Step-by Step Model of Qualitative Content Analysis supported by MAXQDA 12 software programme. Results: Self-reflection and self-evaluation are the most important factors in teacher trainers’ professional development. Existing standards and criteria to which they compare their achievements play an orienteering role in these two processes, as well as in their self-regulatory learning. However, the levels, the types and the methods of self-reflection can differ depending on what field of teacher training they are involved in and when they were trained as teachers. Discussion: The results of the study promote deeper understanding of teacher trainers’ professional competences regarding their commitment to professional development. It has been clearly stated for which group of teacher trainers scientific research as the highest level of reflection can be a basic requirement, and for which group it should be an expected learning outcome in the future. As research-based teacher training is being introduced in Hungary, parallel to it, all groups of teacher trainers will gradually be expected to carry out scientific research to accomplish the highest level of reflection. Limitations: The sample size does not cover the whole scope of teacher trainers, as instructors teaching specific disciplines were not interviewed, and the research was done in qualitative design, therefore the results cannot be generalized. A future research of quantitative design should cover more teacher trainers from other universities and regions. Conclusions: The general step by step model of qualitative content analysis has provided a detailed picture of the driver of the teacher trainers’ professional development. The evidence of the acceptance of the position of a role model for their instructed, mentored or supported student teachers, teacher assistants and teachers has been given by this research. The need for research-based teacher training in Hungary has been confirmed. Further research should be carried out focusing on teaching strategies, methods and good practices where self-reflection and self-evaluation play a crucial role in enhancing self-regulatory learning</abstract>

Teacher trainers’ self-reflection and self-evaluation

<abstract>
<title style='display:none'>Abstract</title>
<bold><italic>Introduction:</italic></bold> In this study, it was aimed to examine the relationships between the variables that related the reading skills of the students and the variables related to the opportunities that the student, family, and the school have. Variables related to students’ reading skills (reading skills scores/PV1READ, perception of competence in reading/SCREADCOMP and perception of difficulty in reading/SCREADDIFF) comprised the criterion variable set, and variables related to students’ socio-economic and cultural characteristics (cultural possessions/CULTPOS, home educational resources/HEDRES, index of economic, social, and cultural status/ESCS, joy/like reading/JOYREAD, teacher’s stimulation of reading engagement perceived by student/STIMREAD, subjective well-being: Sense of belonging to school/BELONG, student-teacher ratio/STRATIO, shortage of educational material/EDUSHORT, student behavior hindering learning/STUBEHA, teacher behavior hindering learning/TEACHBEHA) comprised the predictive variable set.
<bold><italic>Methods:</italic></bold> Between two sets of variables, used canonical correlation analysis to examine, simultaneously, the relationship between these two sets and the contribution of the variables to each set. Turkey data of the PISA 2018 organized by OECD was used as the sample. PISA 2018 Turkey data consisted of 6890 Turkish students from the 15-year-old age group. The variables PV1READ, SCREADCOMP, SCREADCOMP, SCREADDIFF, CULTPOS, HEDRES, ESCS, BELONG, STIMREAD and JOYREAD in the student survey and the variables STRATIO, STUBEHA, TEACHBEHA, EDUSHORT in the school survey in the PISA 2018 were used as data collection tools.
<bold><italic>Results:</italic></bold> A summary of the results of the canonical correlation analysis revealed that the most important factor in the predictive variable set was liking/enjoying reading, followed by the student behaviours that hinder learning, economic and socio-cultural status, cultural position, sense of belonging to the school, and teacher behaviours that hinder learning, respectively. In the criterion variable set consisting of students’ reading skills, the most important factor was the perception of reading competence, followed by reading scores and perception of reading difficulty, respectively. In this context, it can be said that the variable that had the most relationship with the reading literacy skills of the students was the variable of like/enjoy reading.
<bold><italic>Discussion:</italic> </bold>It is important for teachers to include additional materials that students can enjoy in the teaching process. Positive school climate is one of the factors that help increase student achievement.
<bold><italic>Limitations:</italic> </bold>This study focused on variables related to students’ socio-economic and cultural characteristics and school-related variables as predictors of reading literacy. In addition to the variables, studies can examine the effect of the categorical variables such as gender and school type.
<bold><italic>Conclusions:</italic></bold> The results of the study showed that the variable that had the most relationship with the reading literacy skills of the students was the variable of like/enjoy reading. This variable was followed by student behaviours that hinder learning and the socio-economic cultural status of the students respectively. In line with the results of this study, positive school climate is one of the factors that help increase student achievement. In order for the school climate to be positive, student or teacher behaviors that prevent learning should be minimized. Thus, students can learn more easily in a school climate where there are no obstacles to learning. Finally, as the socio-economic and cultural status of the students increased, it was observed that the reading scores increased.
</abstract>

Investigating Factors that Affect Reading Literacy Skills in PISA Turkey Sample

<abstract>
<title style='display:none'>Abstract</title>
<bold><italic>Introduction:</italic></bold> The study aims to investigate the perceived paternal attitudes of children aged between 9 and 17 years in relation to some variables such as child’s gender, child’s age, the number of siblings, father’s working status, and father’s level of education.
<bold><italic>Methods:</italic></bold> The study used a survey design. The sample group consisted of 424 children aged between 9 and 17 years, including 233 girls and 191 boys. The data were collected using the Child Raising Styles Scale developed by Sümer and Güngör (1999), and a General Information Form. The data were analyzed using SPSS software. An independent samples t-test and one-way analysis of variance (ANOVA) were used to test whether there is a single significant difference in the dataset. The Scheffe test was used to determine the groups that caused the significant difference.
<bold><italic>Results:</italic></bold> The level of significance was set at p&lt;0.05 in all statistical analyses. There was no significant difference in father’s acceptance/attention in terms of child’s gender and the number of siblings, while a significant difference was found in terms of child’s age, father’s working status, and father’s level of education. There was no significant difference in children’s perceived paternal attitudes according to child’s gender, child’s age, number of siblings, father’s working status, and father’s level of education in the supervision/control dimension. On the other hand, there was a significant difference according to child’s age, child’s gender, number of siblings, father’s working status, and father’s level of education in the acceptance/attention dimension.
<bold><italic>Discussion:</italic> </bold>Taken together, the research results showed that fathers’ child-raising attitudes vary. Some results are consistent with earlier studies, and some are contrast to earlier studies. A possible explanation for this might be factors such as place, time, sample, changes in parental attitudes, and socio-cultural changes.
<bold><italic>Limitations:</italic> </bold>The sample consisted of 424 children aged between 9 and 17 years including 233 girls and 191 boys.
<bold><italic>Conclusions:</italic></bold> Parents’ attitudes and behaviours in raising their children are different. These differences may result from parents’ expectations of their children, parents’ enjoyment of the parenting role, the number of children, children’s birth order, children’s gender, children’s personality traits, parents’ personality traits, and the interaction that parents had with their parents in their childhood. These factors have an impact on parents’ attitudes and behaviours and determine the form and quality of the relationship between the mother, father, and child.
</abstract>

Investigating Perceived Paternal Attitudes of Children Aged between 9 and 17 Years

<abstract>
<title style='display:none'>Abstract</title>
<bold><italic>Introduction:</italic></bold> The examination of variables such as resilience and mindfulness, which may help adolescents who are enrolled in distance education cope with test anxiety, is important in terms of reducing test anxiety and increasing the efficiency of distance education. For this reason, it was aimed to examine the mediating role of mindfulness in the relationship between students’ psychological resilience and test anxiety.
<bold><italic>Methods:</italic></bold> The study group included 840 high school students. Baron and Kenny’s causal steps approach was applied to investigate the mediating effect of conscious awareness on the relationship between psychological resilience and test anxiety. In addition, the bootstrapping method proposed by Hayes was used to determine the significance of the mediating effect of conscious awareness.
<bold><italic>Results:</italic></bold> It was observed that there was a negative relationship between psychological resilience scores and test anxiety scores, a positive relationship between resilience and mindfulness scores, and a negative relationship between test anxiety scores and mindfulness scores. While psychological resilience had a negative effect on test anxiety, the indirect effect of psychological resilience on test anxiety was also found to be significant. Mindfulness provided partial mediation of the effect of resilience on test anxiety.
<bold><italic>Discussion:</italic> </bold>High levels of awareness and psychological resilience enable students to experience less stress. Conscious awareness, like psychological resilience, is therefore viewed as an important resource that enables a person to manage stressful situations, and it is believed to be effective in reducing one’s anxiety.
<bold><italic>Limitations:</italic> </bold>This study was limited to students enrolled in Anatolian high schools in Turkey who could be reached via convenience sampling, whose parents consented to their participation, and who were enrolled in distance education in 2021 due to the COVID-19 pandemic. Thus, a major limitation of the study is that data were only collected from students of Anatolian high schools, and the majority of the participating students were in their first or second years of high school.
<bold><italic>Conclusions:</italic> </bold>There is no prior direct research examining the mediating role of conscious awareness in the relationship between psychological resilience and test anxiety among high school students in the literature. In this regard, it is anticipated that this study will contribute to the literature. Within the scope of preventive guidance, educational guidance, and psychological counseling services, face-to-face and online psychoeducation programs based on conscious awareness can be designed by school psychological counselors to enhance psychological resilience, reduce students’ test anxiety, and support adolescents in coping with intensely stressful situations such as pandemics.
</abstract>

The Mediating Role of Mindfulness in the Relationship between Psychological Resilience and Test Anxiety in Adolescents

<abstract>
<title style='display:none'>Abstract</title>
<bold><italic>Introduction:</italic></bold> Teaching and learning are processes that significantly impact one’s future. Active participation in school practises serves as a strong foundation for future educators. This paper aims to present the viewpoints and feedback of university students on chemistry lessons conducted in schools by fellow university students as part of their training. The study explores how these prospective teachers perceive lessons while simultaneously playing the roles of both the teacher and an observer. It also investigates their ability to identify areas in need of support and those that require further development during their subsequent pre-service teacher training courses.
<bold><italic>Methods: </italic></bold>Quantitative data was collected through formal documents, specifically observation sheets. The study’s participants were university students enrolled in pre-service teacher training programs who conducted chemistry lessons in school settings. These participants assumed the dual roles of instructors and observers during the lessons they taught.
<bold><italic>Results:</italic></bold> Analysis of the observation sheets revealed that the experience of assuming both teaching and observing roles contributed to the enhancement of the pre-service teachers’ reflective attitudes. This finding suggests the positive impact of this dual role on their professional development.
<bold><italic>Discussion:</italic></bold> Teaching demands a blend of pedagogical knowledge and the ability to reflect, as evidenced by a study at Jagiellonian University’s Faculty of Chemistry. This research, aimed at understanding the effectiveness of trainee teachers, highlighted the importance of creativity, proper communication, and skills in interpersonal relations for educators. While the research provided valuable insights, there’s a call for more extensive studies to gain deeper understandings and address challenges such as classroom management and student engagement.
<bold><italic>Limitations: </italic></bold>It is important to acknowledge certain limitations within this study. The scope of the investigation was restricted by the size and composition of the sample of participants. Consequently, the outcomes cannot be generalised to the broader population of pre-service teachers.
<bold><italic>Conclusions:</italic></bold> The findings of this research highlight the importance of adopting a dual-role methodology in teacher education. By assuming both teaching and observational roles, aspiring teachers acquire a more profound understanding of their pedagogical techniques and recognize potential enhancements. Engaging in such reflective practices promises to enhance their subsequent teaching experiences. This study emphasizes the advantages of weaving hands-on teaching experiences into teacher training, fostering a more introspective and effective teaching methodology.
</abstract>

The Dual Role of a Reflective Future Teacher during School Practise

<abstract>
<title style='display:none'>Abstract</title>
<bold><italic>Introduction:</italic></bold> This study explored the involvement of community resources in education planning and delivery in Ghana. It focused on how the involvement of community resources have had an impact on educational planning and development in the Ada East District of the Greater Accra Region of Ghana.
<bold><italic>Methods:</italic></bold> A qualitative method was used, and data collected through structured interview from fifteen participants of parents, teachers, and education officers. The participants were selected by using purposive sampling technique. The data were analysed qualitatively as per the themes that emerged.
<bold><italic>Results:</italic></bold> The findings indicated that communities contribute to the development of effective educational policies by providing insights and perspectives through various channels, such as community forums, advisory committees, and public hearings. Also, communities celebrate and embrace cultural diversity, fostering inclusivity within educational settings.
<bold><italic>Discussion:</italic> </bold>To maximize community involvement in education, it is essential to establish collaborative partnerships with community organizations, PTA, SMC, businesses, and institutions. Community organizations, businesses, and institutions can provide a wide range of resources, such as funding, expertise, facilities, and educational materials. These resources can greatly benefit schools and students, improving the quality of education.
<bold><italic>Limitations:</italic> </bold>With just 15 participants, it may be challenging to generalize the findings to the entire population of Ghana, or even a specific region. The small sample size may not adequately represent the diversity of experiences and perspectives within the country.
<bold><italic>Conclusions:</italic></bold> It was recommended that there was a need to establish of strong partnerships between schools, parents, community leaders, and local organizations by the Ghana Education Service is crucial to promote collaboration and shared responsibility in education planning and delivery.
</abstract>

Role of Community Resources in Education Planning and Delivery in Ghana

<abstract>
<title style='display:none'>Abstract</title>
<bold><italic>Introduction:</italic></bold> The authors examine the agencies of socialisation and attempt to reveal a pattern among these agents. They differentiate social elements and agencies of socialisation, and they endow the latter with three conditions: the requirements of scope, time and intensity and specific set of rules.
<bold><italic>Purpose:</italic> </bold>The purpose of the paper is to examine which factors satisfy this triple set of requirements.
<bold><italic>Methods:</italic></bold> Explanatory method to expose the issue, based on desk research and secondary analysis was used.
<bold><italic>Results:</italic> </bold>Near the family and the school, the free time space meets the three conditions of the socialization environment (scope, time-intensity, specific set of rules).
<bold><italic>Discussion:</italic></bold> The authors believe that these three conditions are not met by any other socialization area.
<bold><italic>Conclusions:</italic></bold> All this means that in postmodern society, the institution of the family, which has been with us since pre-modernity, and the institution of the school, which has been with us since modernity, is accompanied by a third socialization macro-agency.
</abstract>

The Field of Free Time as Tertiary Agency of Socialisation

<abstract><title style='display:none'>Abstract</title> The author of this article seeks to define various circumstances that make a generation. The author points out the characteristics of new generations focusing on the so-called Z generation. As a literature teacher, she mentions personal examples to make the article alive. Her aim is to prove that it is important to take the new habits and specifics of teenagers into account in order to teach more efficiently.</abstract>

The Z Generation

<abstract><title style='display:none'>Abstract</title> Introduction: This study presents the results of a year-long project focused on analysis and reflection on working with comics by students in the preschool teacher training programme. Methods: This study presents the use of comics to help pre-literacy children understand certain physical phenomena. The study is based on observations of changing perception of phenomena by children as a result of the use of comics accompanied by concept maps. Results: Comics are proven to be a modern pedagogical strategy, which is starting to gain its popularity in teaching about nature study. It is used in research-oriented teaching within the psycho-didactic concept of instruction. Conclusions: Comics can be very helpful in making science concepts interesting and comprehensible for a preschool child.</abstract>

The Application of Comics in Science Education

<abstract><title style='display:none'>Abstract</title><bold><italic>Introduction:</italic></bold>This study investigates the influence of gender and social networking sites (SNSs) such as Instagram, YouTube, WhatsApp, Facebook, and Twitter on consuming, creating, and sharing content within the educational social media usage behaviors of higher education students. The survey method is applied to measure students’ social media usage for educational purposes. So that a more effective use of social media in education can be provided, it is important to understand how university students vary in their educational use of social media. The aim of this study is to examine how higher education students use social media for their educational purposes based on the content and activities with which the students engage. The aim of the research is to determine the correlations, if any, between gender, preferred SNS type, and educational social media in regard to consuming, creating and sharing content.<bold><italic>Methods:</italic></bold>The derived scale is administered in Turkey with the participation of a total of 365 university students. Psychometric, validation and reliability analysis of the scale which is used in the study to collect the data were done first. Principal component analysis, exploratory and confirmatory factor analysis, descriptive, correlations and multivariate analysis of variance are applied to analyze the social media usage for educational purposes. Gender and the SNS type were set as the additional predictors of the consuming, creating and sharing content on social media.<bold><italic>Results:</italic></bold>The validation and linguistic adaptation of the Inside School Social Media Behavior (ISSMB) scale from English to Turkish is performed first. Results showed that the three factors of the original scale were confirmed. Secondly, the derived scale is administered with the participation of a total of 365 university students. Results indicated that gender difference was a significant factor in explaining the content creation on social media. Instagram, WhatsApp, and YouTube are the most preferred SNSs for educational use among students at the higher education level. No significant effect was reported for the type of the SNS used in consuming, creating, and sharing educational content on social media. The type of the SNS used by the students was not found to influence educational social media usage; accordingly, students consume, create and share content, regardless of the type of the SNS they use.<bold><italic>Discussion:</italic></bold>Higher education level students prefer watching videos more than any other social media activity for their educational purposes. The second most frequently preferred social media usage activity was reported as searching for the learning resources or information pertaining to schoolwork. Creating content was the least favorable social media usage. When the social media usage purposes focus on schoolwork and are furthermore educational, males’ social media usage outperforms the females. Thus, males were more likely to create content by using social media for inside schoolwork purposes than the females. Males were also more likely to have sharing habits than the females in sharing learning resources e.g., class notes with their classmates by using social media for their inside schoolwork purposes.<bold><italic>Limitations:</italic></bold>The total number of participants used in the research sample is a limitation of this study. The study data were only collected in Turkey, and so the study results are only regionally generalizable.<bold><italic>Conclusion:</italic></bold>Higher education students are consumers of the social media when they use it for educational purposes. Accordingly, students prefer being “passive consumer social media users who avoid active content creating”. Students prefer watching the uploaded ready-to-watch videos who avoid instead of creating and uploading their own video content. When sharing items are compared with creating content items, students responded more to the latter. Students do share their information with classmates e.g. exam schedules and lecture notes. Compared to other sharing content usages, students less frequently preferred sharing extracurricular learning resources. The gender difference found herein is a predictor of social networking site usage among young people, and social networking usage changes according to gender. Males are reported as being more “giving” within a school setting when it comes to sharing the educational content with their colleagues and friends. Social media is a reality of our modern lives, one that is growing exponentially; it is highly crucial that researchers facilitate a better understanding of the ongoing changes and developments that are emerging and transforming learning.Both outside and inside school, the social media usage behaviors of young people can be examined according to different age groups do determine any age-related differences. The subject can be improved with new findings and results from different sample groups.</abstract>

Educational Use of Social Media in Higher Education: Gender and Social Networking Sites as the Predictors of Consuming, Creating, and Sharing Content

<abstract><title style='display:none'>Abstract</title>This research study concerns the trends in the lifelong learning of teachers including self-education as a form of teacher personal development. It explores the importance, role and objectives of lifelong learning, andragogic pedeutology, as well as the trends and further education of possibilities of teachers in Slovakia with regards to the forms of learning, qualification education and continuing education. We present the findings of a research survey on the educational needs of secondary vocational school (SVS) teachers as one of the results of the KEGA 005 DTI-4/2013 project in the study. We also present the research objectives, research questions, research sample of SVS teachers, research methods and instruments. In addition to presenting the findings of the current and updated education needs of SVS teachers in the sample and their interpretation, we formulate the research conclusions on the educational needs of SVS teachers as one of the results of the KEGA 005 DTI-4/2013 project.</abstract>

Professional and Career Development of Vocational Subject Teachers as a Trend in the Lifelong Learning of Teachers

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Acta Educationis Generalis

 Acta Educationis Generalis is an international peer-reviewed interdisciplinary scientific open access journal published since 2011. Its primary objective is to...

 Acta Educationis Generalis is an international peer-reviewed interdisciplinary scientific open access journal published...