1. Anksioznost skozi oči mladostnikov in mladostnic : participativni pristop k razvoju digitalnega programa za krepitev duševnega zdravja mladihMaša Vidmar, Manja Veldin, Igor Peras, 2025, independent scientific component part or a chapter in a monograph Keywords: vzgoja in izobraževanje, anksioznost, duševno zdravje, mladi, digitalni program, participativni pristop, razvoj programa
Published in DiRROS: 22.10.2025; Views: 261; Downloads: 88
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4. Zgodnje socialne interakcije : predstavitev in uporabnost opazovalne sheme otrok za strokovne delavce in delavke v vrtcihMaša Vidmar, Manja Veldin, Claudio Paolucci, Gabriele Giampieri, Gaja Krevh Jamniker, 2025, original scientific article Keywords: vzgoja in izobraževanje, predšolska vzgoja, motnje avtističnega spektra, opazovalna shema, zgodnje socialne interakcije, strokovni delavci
Published in DiRROS: 24.07.2025; Views: 492; Downloads: 235
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5. Razumevanje perspektive mladih glede predstavitve izobraževalnih vsebin, vključenih v digitalni program za krepitev duševnega zdravjaMaša Vidmar, Igor Peras, Manja Veldin, Michaela Wright, Franziska Reitegger, 2024, independent scientific component part or a chapter in a monograph Keywords: vzgoja in izobraževanje, duševno zdravje, mladi, digitalni programi, preventiva, razvoj programa
Published in DiRROS: 27.01.2025; Views: 743; Downloads: 410
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6. Longitudinal analysis of COVID-19 anxiety and mental well-being during lockdown : the role of emotional self-efficacy and mindfulness practices in Slovenian adults - insights for post-pandemic mental health and educationMaša Vidmar, Ana Kozina, Manja Veldin, Tina Pivec, Igor Peras, 2024, independent scientific component part or a chapter in a monograph Keywords: psychology, mental well-being, prevention, covid-19 anxiety, emotional self-efficacy, mindfulness, covid-19, adults, Slovenia
Published in DiRROS: 27.01.2025; Views: 681; Downloads: 409
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7. Is the order of learning numerals universal? : evidence from eight countries and six languagesLee Copping, Peter Tymms, Gabriela Aleksic, Tiago Bartholo, Sarah J. Howie, Mariane Koslinski Campelo, Christine Merrell, Maša Vidmar, Helen R. Wildy, 2024, original scientific article Abstract: Cramman et al. (2018) proposed that numerical symbol identification may constitute a universally predictive measure of early mathematical development. While a broad pathway to learning number symbols is unsurprising, lack of systematic variation in acquisition order relative to factors such as teaching, age, country, progression stage, is. This study evidences unidimensionality of measurement of the order of ability clusters of numbers, showing that variations are minor across eight countries and, importantly, six instructional languages. This invariance suggests early symbol identification could represent a universal measurement which could a) instructionally inform teaching and learning of classroom mathematics, b) work predictively as an educational research tool and c) offer a foundation for valid international comparisons of the mathematical development of children. Tentatively, this study suggests numerical symbol identification may be a universal measure to assess mathematical cognition in early years education that is unaffected by language of instruction, gender, time of assessment and country.
Keywords: education, financial relationship, numeracy mathematical development, numerical symbol, learning numerals, international comparison
Published in DiRROS: 27.01.2025; Views: 628; Downloads: 335
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8. What makes me happy and what worries me? A crossnational comparison of stressors and resources for stress relief among youthMichaela Wright, Franziska Reitegger, Manja Veldin, Maša Vidmar, Katarzyina Borzucka-Sitkiewicz, Marcin Gierczyk, Katarzyna Kowalczewska-Grabowska, Barbara Gasteiger-Klicpera, 2024, original scientific article Abstract: Numerous evidence-based programs aim to promote youth mental health. Unfortunately, however, they often fail to engage the target group and lack cultural sensitivity. The present study addresses these issues by using a participatory approach to look at variations of stressors and resources for stress relief among students (12-15 years) in three European countries. Two participatory workshops were conducted in three schools in Austria, Poland and Slovenia, with a total of 81 students participating in the first workshop, and 83 in the second. This study presents the findings derived from two distinct participatory activities wherein participants reported their stressors (Relevant Topics activity) and resources (Photovoice activity). Overall, the study revealed remarkable similarities in stressors and resources across the three countries, but differences were also identified. Stressors relating to interpersonal relationships, school, and self-concept were common themes. While concerns regarding health, future, and global issues were less frequently mentioned, they remained persistent across all countries, an indication of their growing relevance amid today’s multiple crises. Animals, sports, and relationships emerged as the most frequently reported resources. Creative arts and expression, music, and calm activities like reading, and spending time in nature were also frequently cited. Notably, engagement with digital devices or social media emerged neither as a common stressor nor as a notable personal resource. The findings will be used to inform the content development of a culturally sensitive digital mental health promotion program, covering salient topics comprehensively while ensuring diversity awareness.
Keywords: education, participatory research, photovoice, youth, stressors, resources, mental health
Published in DiRROS: 27.01.2025; Views: 768; Downloads: 454
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