Page 155 - Maša Vidmar, Vedenjske težave in učna uspešnost. Ljubljana: Pedagoški inštitut, 2017. Digitalna knjižnica, Dissertationes, 30
P. 155
summary
SWLS (Satisfaction with life scale; Diener, Emmons, Larsen and Grif-
fin 1985) is a 5-item self-report scale measuring the overall satisfaction with
life, which is one of the components of subjective well-being.
LDT (Depressed mood/Depressive tendencies; Alsaker 1992) is a 7-item
self-report scale measuring depressive tendencies (not clinical depression).
Home environment – parenting
VDO-II (Vprašalnik družinskega okolja II—Home Environment Question-
naire, Zupančič and Kavčič 2005a) is a 53-item self-report scale for the par-
ents of children in middle childhood comprising of four dimensions: au-
thoritativeness, ineffective control, power assertion and stimulation.
Children’s social behaviour
SV-O (Vprašalnik socialnega vedenja otroka, LaFreniere et al. 2001; Social
competence and behaviour evaluation preschool edition – SCBE, LaFreniere
and Dumas 1995) is an 80-item self-report scale divided into three summa-
ry scales. In this study two were used—internalizing and externalizing be-
haviour. The questionnaire was completed in by one of the child’s teachers.
Academic achievement
Attainment of Knowledge Standards in the first grade (Zupančič 2006) and
in the second grade (SZ-1, SZ-2, Vidmar and Zupančič 2007) is a teacher-re-
port curriculum-based scale for assessing knowledge standards achieved
by a child in the school subjects of Slovenian, Math and Nature & Society
(25 to 62 items). These knowledge standards are based on the objectives and
standards of elementary school curriculum. The instrument was complet-
ed by the class teachers.
On-school-entry baseline competencies
PIPS (Vidmar and Zupančič 2006a, 2007b; Performance indicators in pri-
mary schools: On-entry baseline assessment, Follow-up in Extension mate-
rial, CEM Centre 2005a, b, c) measures early literacy (linguistic/early read-
ing competencies), numeracy skills and mathematics, but it also includes an
attitude questionnaire. The test is carried out individually in the first seven
weeks after entering school.
155
SWLS (Satisfaction with life scale; Diener, Emmons, Larsen and Grif-
fin 1985) is a 5-item self-report scale measuring the overall satisfaction with
life, which is one of the components of subjective well-being.
LDT (Depressed mood/Depressive tendencies; Alsaker 1992) is a 7-item
self-report scale measuring depressive tendencies (not clinical depression).
Home environment – parenting
VDO-II (Vprašalnik družinskega okolja II—Home Environment Question-
naire, Zupančič and Kavčič 2005a) is a 53-item self-report scale for the par-
ents of children in middle childhood comprising of four dimensions: au-
thoritativeness, ineffective control, power assertion and stimulation.
Children’s social behaviour
SV-O (Vprašalnik socialnega vedenja otroka, LaFreniere et al. 2001; Social
competence and behaviour evaluation preschool edition – SCBE, LaFreniere
and Dumas 1995) is an 80-item self-report scale divided into three summa-
ry scales. In this study two were used—internalizing and externalizing be-
haviour. The questionnaire was completed in by one of the child’s teachers.
Academic achievement
Attainment of Knowledge Standards in the first grade (Zupančič 2006) and
in the second grade (SZ-1, SZ-2, Vidmar and Zupančič 2007) is a teacher-re-
port curriculum-based scale for assessing knowledge standards achieved
by a child in the school subjects of Slovenian, Math and Nature & Society
(25 to 62 items). These knowledge standards are based on the objectives and
standards of elementary school curriculum. The instrument was complet-
ed by the class teachers.
On-school-entry baseline competencies
PIPS (Vidmar and Zupančič 2006a, 2007b; Performance indicators in pri-
mary schools: On-entry baseline assessment, Follow-up in Extension mate-
rial, CEM Centre 2005a, b, c) measures early literacy (linguistic/early read-
ing competencies), numeracy skills and mathematics, but it also includes an
attitude questionnaire. The test is carried out individually in the first seven
weeks after entering school.
155
