1671. Governing by slogansMitja Sardoč, Vladimir Prebilič, 2023, izvirni znanstveni članek Povzetek: Throughout recorded history, slogans have been an important part of our public life. From political rhetoric and propaganda, to social movements and awareness-raising campaigns, their usage has overcome historical periods, cultural barriers, ethnic affiliation, political systems, party allegiance or personal taste. Arguably more than any other linguistic ‘device’, slogans deliver a clearly recognizable message with as little complexity as possible. Nevertheless, despite their rhetorical‘economy’, the narratives provided by slogans have also been associated with a simplified or even reductionist portrayal of otherwise complex or controversial phenomena. This article aims to address a range of previously neglected aspects associated with slogans and governmentality. The introductory part provides a genealogy of discussions over slogans and the main shortcomings the use of slogans has been associated with. The central part takes a closer look at zero tolerance, a flagship policy associated with the neoliberal logic of governance. The concluding part of this article outlines the subversive character associated with the mechanism of sloganization.
Ključne besede: slogans, public policy, governmentality, neoliberalism, sloganization, moral enterpreneurship, zero tolerance
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1672. Students’ and teachers’ perceptions of students’ academic outcomes in Slovenia : evidence from REDS dataPlamen Mirazchiyski, Eva Klemenčič Mirazchiyski, 2023, izvirni znanstveni članek Ključne besede: education, covid-19, distance or remote schooling, students' academic outcomes, grading knowledge, Slovenia, REDS data
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1674. Intergenerational model of financial satisfaction and parent-child financial relationshipMaja Zupančič, Mojca Poredoš, Žan Lep, 2023, izvirni znanstveni članek Povzetek: The study examined an intergenerational model offinancial socialization and its outcomesthat connects parents’and their children’s self-perceivedfinancial learning outcomes tosatisfaction withfinancial management and parent-childfinancial relationships. Theconceptual model was based on models offinancial socialization processes contributing tohealthyfinancial development of emerging adult students (Shim et al., 2010; Sirsch et al.,2020), but extended the links across two generations within the same family. Consideringperspectives of both generations in a single model, it was tested in a sample of 482 pairs ofSlovenianfirst-year university students and one of their parents. Structural equationmodeling revealed that parental healthyfinancial learning outcomes (knowledge, be-havioral control, behavior) shaped their children’s positivefinancial development (fi-nancial learning outcomes and satisfaction) and promoted the parents’satisfaction withfinancial management. In turn, both the students’and the parents’financial managementsatisfaction positively predicted a joint measure of satisfaction with parent-childfinancialrelationship. Similar links offinancial learning outcomes to satisfaction withfinancialmanagement and parent-childfinancial relationships were observed for both generations,even though parents and their children werefinancially socialized under different so-cioeconomic conditions.
Ključne besede: financial relationship, parent-child, financial satisfaction, intergenerational model, financial socialization, financial management
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1676. Attitudes on (future) EU integration and cooperation among youth : regional divide?Aleš Trunk, Eva Klemenčič Mirazchiyski, Urška Štremfel, Igor Stubelj, 2023, izvirni znanstveni članek Ključne besede: education, youth's attitudes, EU integration, European cooperation, European future, ICCS
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1677. The relative effect of job demands, resources, and personal resources on teaching quality and students' engagement during the COVID-19 pandemicŽan Lep, Eva Klemenčič Mirazchiyski, Plamen Mirazchiyski, 2023, izvirni znanstveni članek Povzetek: During the COVID-19 pandemic's school closures and the distance education that resulted from it, teachers were faced with an increasing workload and significant changes in their working environment. Because increased workload can result not only in worsened mental health and lower work motivation, but also in worsened learning outcomes, this article explores how teacher-perceived job demands, job resources, and personal resources are related to teachers' assessment of teaching quality and student engagement during the pandemic. Using the data of 1,422 8th grade teachers in Slovenia from the IEA Responses to Educational Disruptions Survey (REDS) survey, this study also explores the perceived level of support from different institutional actors and the utility of Job demands-resources model for this specific group of workers in a specific work setting. The results show that the teachers of 8th graders in Slovenia perceived a higher level of support from their closest working environment compared to the national bureaucracy. In terms of job demands, the increased workload in preparing the lessons had negative effect on both teaching quality and student engagement, while the reported increase in time spent on direct work with students and social support received (a job resource) contributed positively to both outcome variables. In line with theoretical expectations, personal resources were positive predictors of teaching quality and student engagement in our model. Compared with the initial expectations this study had based on the underlying theoretical model, the results paint a complex relationship between job characteristics and learning outcomes during distance learning. Thus, some of the challenges both teachers and policy-makers face and will continue to face in possible similar situations are discussed.
Ključne besede: job demands, job resources, teachers, teaching quality, student engagement, job demandsrResources model, covid-19
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1678. Affective authoritarianism and anti-government protests : Demokracija’s journalistic narratives as acts of “making people feel” in authoritarian waysBarbara Gornik, 2025, izvirni znanstveni članek Povzetek: In 2020, the world faced a global state of emergency due to the Covid-19 pandemic. In Slo-venia, the situation coincided with the formation of Janez Janša’s government in March.Janša’s rise to power—and the rapid introduction of Covid-19 measures that significantlyrestricted public and civic space—prompted widespread resistance, most visibly throughgrassroots initiatives such as the anti-government bicycle demonstrations, also known asthe Friday Protests. During this period, private media outlets closely affiliated withJanša’s Slovenian Democratic Party (SDS), including Demokracija magazine andNova24TV, played an active role in shaping the political discourse, also in relation to theprotests. This paper examines the affective dimensions of journalistic narratives aboutthe anti-government protests as published in Demokracija magazine between 1 March2020 and 28 February 2021. Drawing on qualitative content analysis of 41 articles, thestudy explores journalistic narratives as acts of “making people feel.” It engages with theconcept of affective authoritarianism, understood as a political process that simultaneouslymobilizes and generates specific affective intensities, emotions, and atmospheres thatrender individuals more receptive to authoritarian values, attitudes, and practices. This per-spective contributes to ongoing scholarly debates by highlighting the affective conditionsthat intensify authoritarianism within formally democratic states.
Ključne besede: affective authoritarianism, journalistic narratives, anti-government protests, affective change, authoritarian predisposition, Slovenia
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1679. The development of the 5Cs of positive youth development in a school year : a 3-wave longitudinal study of Slovenian youth during the COVID-19 pandemicAna Kozina, Nora Wiium, 2023, izvirni znanstveni članek Ključne besede: 5Cs of PYD, school year, age, gender, school level, COVID-19, pandemic, Slovenia, longitudinal analysis
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1680. Anxiety in a COVID-19 school year context : three-way longitudinal study on Slovenian adolescent sampleAna Kozina, 2023, izvirni znanstveni članek Povzetek: Background and Objectives:We investigated the trajectories of anxiety,general anxiety and more specifically COVID-19 anxiety in the period ofschool closure in Slovenia using a longitudinal design with three timepoints: at the beginning, in the middle and at the end of the school year.Design and Methods:We have used data from a representativeadolescent sample for Slovenia (n= 1233) and two anxiety scales: theLAOM Anxiety Scale and the COVID-19 Anxiety Scale. Thefindings fromlatent growth curve models show a significant difference in initial levelsand a decrease in both types of anxiety as well as an interaction effectbetween the initial level and the rate of change of COVID-19 anxiety. Inaddition to investigating the change in time, we were interested incovariates.Results and Conclusions:Thefindings show significant effects of: (a)gender, school level and academic achievement on initial levels ofCOVID-19 anxiety; (b) gender and school level on initial levels ofanxiety; (c) gender on the rate of change in anxiety; (d) academicachievement on the rate of change in COVID-19 anxiety; and,additionally, (e) the significant but different role that schoolbelongingness plays in anxiety and in particular COVID-19 anxiety.
Ključne besede: education, schoolbelongingnes, adolescents, grades, gender, covid-19, anxiety, covid-19 anxiety, longitudinal study, Slovenia
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