Ana Kozina

Ana Kozina
Educational Research Institute, Ljubljana, Slovenia · Center for Evaluation Studies

PhD
Currently leading European project HAND IN HAND: Empowering Teachers and national project onPositive Youth Development

About

84
Publications
18,978
Reads
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267
Citations
Citations since 2017
57 Research Items
214 Citations
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2017201820192020202120222023010203040506070
2017201820192020202120222023010203040506070
Introduction
My research interest is in the development of aggression and anxiety, their interplay, related factors (on individual and community level) and intervention methods (social and emotional learning). I am involved in PYD and wellbeing research and am currently leading EU K3 Policy experiment project: HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity Related Career Challenges
Additional affiliations
November 2013 - present
University of Maribor
Position
  • Research Assistant
Description
  • Subjects: Motivation and Emotion (Department of Psychology), Development of positive self-concept in education; Factors of Development (Department of Pedagogy); Psychology of teaching foreign languages in primary school;
October 2005 - present
Educational Research Institute, Ljubljana, Slovenia
Position
  • Research Associate
Education
October 1999 - July 2011
University of Ljubljana
Field of study
  • Psychology

Publications

Publications (84)
Article
Full-text available
In this study, we analyse the predictive power of home and school environment-related factors for determining pupils’ aggression. The multiple regression analyses are performed for fourth- and eighth-grade pupils based on the Trends in Mathematics and Science Study (TIMSS) 2007 (N = 8394) and TIMSS 2011 (N = 9415) databases for Slovenia. At the nat...
Article
Research on developmental and time-related trends (cohort effects) of anxiety is important for the assessment of anxiety levels that are not in line with expected developmental trends, and are in need of intervention. We present the results of a large cross-sectional, two-wave cohort study for anxiety for emotional and cognitive components of anxie...
Article
Full-text available
The paper introduces a new aggression scale LA (lestvica agresivnosti [Aggression Scale]) for measuring self-reported aggression in elementary and upper secondary school students in Slovenia. The scale has been developed with a special focus on the school setting, using three elementary school samples (preliminary study: N=2777; main study: N=10427...
Article
The article introduces a new anxiety scale, called the LAOM (Lestvica anksioznosti za otroke in mladostnike [The anxiety scale for children and adolescents]) for measuring self-reported multidimensional anxiety. The scale has been developed with a special focus on the school setting, using one sample from an elementary school which is representativ...
Article
The aim of the present study was to conduct an analysis of TIMSS (Trends in International Mathematics and Science Study) 2003 database and to determine how negative school factors, such as aggression, are associated to the mathematical and science achievement of students. The analyses were conducted separately for national and international data. N...
Article
Full-text available
Numerous interventions in the school environment focus on supporting empathy to prevent aggressive behaviour. But when planning interventions inside classrooms one needs to consider the context of each specific classroom, e.g., relationships between students and teachers. Based on the Developmental System Theory and Bronfenbrenner’s Ecological Syst...
Conference Paper
Full-text available
"There are many benefits of a high sense of school belonging (i.e., lower psychological distress), yet a lot of students do not feel like they belong to their schools. Many researchers have therefore tried to increase the sense of belonging in adolescents via different interventions. One of the recent review articles (Allen et al., 2021) discovered...
Conference Paper
Full-text available
"The PYD framework is based on Relational Developmental System Theory, which focuses on the importance of the interplay between individual characteristics and contexts (e.g., school, family, community, society) (Lerner, 2007). In the study, we will put this model through an empirical test using structural equation modelling. We will test a path lea...
Article
In addition to COVID‐19 being a health threat, its longevity and restrictions act as significant stressors and risk for mental health. In the current study, we take a look at how psychological response, both its positive aspects, e.g., mental well‐being and life satisfaction, and its negative aspects, e.g., anxiety, and specifically COVID‐19 anxiet...
Book
Full-text available
This monograph offers a starting point for Positive Youth Development research in Slovenia with clear links to the research in international settings. An overview is also provided of the complexities of the various contexts of Europe and Slovenia able to influence positive youth development. Thus, while the research reported in the monograph focuse...
Chapter
This chapter combines Positive Youth Development (PYD) and Social and Emotional Learning (SEL) models as joint prevention and intervention strategies to address positive youth development. The chapter is based on two main assumptions (i) on the significant theoretical overlap between PYD and SEL models and (ii) that SEL interventions can be used al...
Chapter
In a non-Western African society, like Ghana, the resources and opportunities available to facilitate optimal youth development do not only fall short but also appear to be unevenly distributed across gender, with females at a disadvantage. In a Western society like Norway, such gender inequality is addressed with political initiatives. The present...
Poster
Full-text available
Social-emotional and intercultural (SEI) competencies have documented positive effects on individual-level and school-level outcomes (e.g. Taylor et al., 2017) but there are still considerable variations across countries in the availability of policies and programmes aimed at enhancing these competencies (OECD, 2015). At the same time, neither soci...
Article
Full-text available
The present study adopts The Developmental Assets and Positive Youth Development (PYD) perspectives which (in contrast to the deficit-based approaches which highlight risks and deficit in youth development) claim that young people have potencies to achieve optimal development if supported by their social environment. Extant research indicates that...
Article
Full-text available
Several of the most frequent psychological difficulties in childhood and adolescence are related to anxiety and lead to numerous short- and long-term negative outcomes in emotional, social, and academic domains. Empirical evidence consistently shows that the 5Cs (competence, caring, confidence, connection, and character) of Positive Youth Developme...
Chapter
Full-text available
Anxiety-related difficulties, one of the most common psychological difficulties in childhood and adolescence (Neil & Christensen, 2009), are associated with numerous short and long-term negative consequences and are in the increase (Kozina, 2014; Twenge, 2000). Core elements of the PYD model are the 5Cs: competence, confidence, connection, characte...
Article
Full-text available
With stress related to the COVID-19 pandemic, an increase in anxiety and a decrease in overall mental well-being is expected. We investigated the role of emotional competencies (mindfulness and emotional self-efficacy) for psychological responding (mental well-being, general anxiety, and COVID-19 anxiety) during the COVID-19 pandemic. We also exami...
Chapter
The development of positive attitudes towards immigrants among students can be addressed at the individual level through their empathic abilities and at the school or classroom level, where the classroom climate plays an important role. In the present study, we have taken a closer look into the relationship between attitudes towards immigrants, two...
Article
Over the last few decades, there has been a significant rise in the number of programmes aimed at developing students’ social, emotional and intercultural competencies. This has coincided with growing recognition of the role that schools have to play in fostering not only the cognitive, but also the social and emotional development of their student...
Chapter
Full-text available
The Positive Youth Development approach views youth development from a broader perspective by emphasizing strengths rather than deficits. If youth strengths are aligned with the resources in their environment, positive youth development outcomes (5Cs: Competence, Confidence, Character, Connection, and Caring) will be more probable, and risky behavi...
Article
Full-text available
Bullying and victimization pose a serious risk for youth optimal development due to numerous negative short- and long-term consequences. One of the models with a focus on adolescents that can serve as a theoretical framework in designing prevention and intervention programmes targeting bullying and victimization is Positive Youth Development Perspe...
Article
Aggressive behaviour has negative consequences for students who are exposed to it and those who are aggressive. In addition to a number of negative consequences at the individual level aggression negatively impacts processes within the school. Successful methods of preventing and reducing aggressive behaviour at school often include activities rela...
Article
The purpose of the present study was to examine the social, emotional and intercultural competencies of teachers in more detail and to determine the predictive value of these competencies for teachers' satisfaction with their work. The paper focuses on the results of a pilot study of the project HAND in HAND (Kozina et al., 2017), which was conduct...
Article
Full-text available
FRIENDS for Life is an anxiety prevention programme that integrates cognitive behavioural approach with social and emotional learning. The current study examines the effects of the FRIENDS for Life programme in a school environment, with outcomes focusing on anxiety and aggression. The theoretical basis for the joint prevention and intervention of...
Conference Paper
Full-text available
As important socialization agents, schools can provide an open climate as a contextual framework for the development of tolerant attitudes (Gniewosz & Noack, 2008). Building positive attitudes towards immigrants can be addressed at the individual and school level. On an individual level, empathy is negatively connected to the development of prejudi...
Book
Full-text available
The book „Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter“ brings in the insights from the three-year learning process of the HAND in HAND: Social and Emotional Skills for Tolerant and Non-discriminative Societies Erasmus K3 policy experimentation project that targeted the need...
Article
Full-text available
Well-being has gained importance in psychological research as well as in the field of education. However, there is a lack of validated questionnaires in Slovenia that would measure well-being in different domains in childhood and youth. In the present paper we focused on psychometric properties of two children and adolescent well-being measures: Mi...
Book
Full-text available
Preučevanje nasilja v vzgoji in izobraževanju, kot tudi v družbi nasploh, ima v svetu dolgo tradicijo, saj velja zagotavljanje varnega in spodbudnega učnega okolja za enega od temeljnih načel šolanja. Poleg teoretikov, snovalcev politik ter strokovno-pedagoških delavcev in staršev zagotavljanju varnega in spodbudnega učnega okolja posebno pozornost...
Article
Full-text available
Doživljanje medvrstniškega nasilja (t. i. viktimizacija) v mladostništvu predstavlja dejavnik tveganja za pojav psihosocialnih težav in ima negativne posledice za posameznika tudi kasneje v življenju. Zaradi pomanjkanja raziskav na področju čustvenih in socialnih kompetenc (empatija, samozavedanje in samopodoba), vrstniških odnosov (pozitivni odnos...
Article
Full-text available
The paper examines the development of self-concept across multiple domains using Slovenian late childhood and early adolescence samples in longitudinal design. In the preset study we analyzed (i) the developmental paths of specific domains of self-concept; (ii) sex related differences in the development specific domains of self; (iii) stability of...
Article
The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competencies. This paper shares the findin...
Preprint
Full-text available
The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competencies. This paper shares the findin...
Chapter
Garmon (2005) and identifies six factors, which influence teachers' beliefs about diversity. He groups them into factors of disposition (openness, self-awareness/self-reflectiveness, commitment to social justice) and factors of experiences (intercultural experiences, educational experiences, support group experience). The aim of the article is firs...
Poster
Full-text available
One of the key ingredients of social, emotional and intercultural competencies, which contributes significantly to a positive and inclusive classroom climate is empathy (Zorza, 2015). Empathy enables us to understand others and feel connected with them (Eisenberg, et al., 1996). High ability of empathy, which includes cognitive (e.g. taking the per...
Article
Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research a...
Book
Monografija, skupaj z drugimi študijami o pravičnosti, ki so v Sloveniji nastale v zadnjih letih, osvetljuje potrebne in mogoče spremembe na področju izobraževalnih politik, ki lahko vodijo do uresničevanja njegovega načela. Pravičnost v znanstveni monografiji poglobljeno in interdisciplinarno obravnavamo v treh sklopih. Prvi sklop je namenjen pogl...
Article
Full-text available
Background The transition from lower-secondary to upper-secondary education marks a critical period for adolescents that impacts their academic achievement. Objective Based on Positive Youth Development (PYD) framework, we examined associations between math achievement as measured by PISA (Programme for International Student Assessment) and PYD ou...
Conference Paper
Full-text available
The establishment and sustainability of positive and supportive relationship with students, also referred to as relational competence (Vidmar & Kerman, 2016), is one of the main social and emotional competencies a teacher can possess, which includes seeing the students, leadership of the educational process, the teachers´ authenticity and responsib...
Article
Full-text available
Aggression and externalisation problems at school hold negative consequences for both the perpetrators and the victims. This paper argues that the relationship between anxiety and aggression may make it possible to use certain anxiety prevention programmes to help prevent aggression. This hypothesis was tested on a sample of early adolescents using...
Article
Full-text available
Anxiety‐related problems are common in childhood and adolescence and, if left untreated, may hold short‐term and long‐term negative consequences for psychosocial functioning and other domains. In addition to having negative individual‐level consequences, anxiety‐related problems may have a negative impact at the school level. Because almost all chi...
Presentation
Full-text available
Even though there are proven benefits of enhanced social, emotional and intercultural (SEI) competencies on an individual, classroom and school level these are so far not explicitly included in national educational systems across Europe (OECD, 2015). The HAND in HAND: project aims to provide a systemic tool in a form of SEI competence development p...
Research
Full-text available
The HAND in HAND project started with in-depth and systematic state-of-the-art analyses in the partner countries (Slovenia, Croatia, Sweden, Germany, Denmark) and wider (the EU and international) in relation to SEI competency measurements or the SEI programme development, resulting in three comprehensive catalogues to be used during the project lif...
Research
Full-text available
The HAND in HAND project started with in-depth and systematic state-of-the-art analyses in the partner countries (Slovenia, Croatia, Sweden, Germany, Denmark) and wider (the EU and international) in relation to SEI competency measurements or the SEI programme development, resulting in three comprehensive catalogues to be used during the project lif...
Research
Full-text available
The HAND in HAND project started with in deapth and systematic state of the art analyses in the partner countries (Slovenia, Croatia, Sweden, Germany, Denmark) and wider (EU and international) in relation to SEI competences measurement or SEI program development, resulting in three comprehensive catalogues to be used during the project lifetime (in...
Poster
Full-text available
The presentation focuses on the importance of social, emotional and intercultural skills (SEI skills) for building inclusive societies and to prevent segregation and discriminative bullying by enhancing SEI skills of all students and school staff (the whole school approach) focusing on schools with larger proportions of migrant and refugee students...
Presentation
Full-text available
Presentation of the HAND in HAND Social and Emotional Skills for Tolerant and Non-discriminative Societies (A Whole School Approach) at the thematic WG Meeting (#4) on Social and Civic Competences and Social Inclusion
Article
Full-text available
Background The present study investigated age differences in trait aggression in the period of late childhood and early adolescence that are important for assessment of the aggression levels that are not in line with expected developmental trends and are in need of intervention. Additionally the authors present the time trends from measurement of...
Article
Full-text available
The current study provides an empirical test of the model proposing that increased trait anxiety (TA) leads to increased reactive aggression (RA) using SEM analyses with representative samples of elementary, lower secondary and upper secondary students from Slovenia. This model is a part of a larger already developed model, the model of defensive b...
Conference Paper
Full-text available
Zgodnje opuščanje šolanja ima tako za posameznika kot tudi za družbo kot celoto številne negativne posledice. V prispevku bomo raziskali nekatere dejavnike, ki lahko vodijo v zgodnje opuščanje šolanja ter kako lahko na te dejavnike na ravni šol vplivamo. Omenjeni pregledi dejavnikov povezanih z zgodnjem opuščanjem šolanja so na Pedagoškem inštitutu...
Book
Full-text available
PREDGOVOR Anksioznost in agresivnost sta zaradi številnih negativnih učinkov na posameznika, šolo in družbo kot celoto v ospredju tako v strokovnih kot tudi v znanstvenih razpravah. Cilj, ki mu s publikacijo želimo slediti, je učinkovito in našemu okolju prilagojeno preprečevanje in zmanjševanje tako težav na področju anksioznosti kot tudi težav,...
Article
http://www.zrss.si/digitalnaknjiznica/VIZ-3-4-2016/index.html#2
Article
Full-text available
The paper analyses the role of intrinsic motivation in achievement in international comparative studies using the framework of Self-determination theory (Ryan & Deci, 2002). Self-determination theory argues that people have three basic psychological needs: (i) need for autonomy, (ii) need for competence and (iii) need for relatedness. It has been e...
Chapter
Full-text available
This paper focuses on the assumption that students’ learning outcomes can be influenced by fostering social and emotional learning and by reducing their anxiety. Learning and teaching in schools are not only characterised by a strong cognitive component, but also by emotional and social components (Zins, Weiss- berg, Wang and Walberg, 2004). Social...
Chapter
http://www.pei.si/UserFilesUpload/file/digitalna_knjiznica/Documenta_10_ISBN_978-961-270-223-6_PDF/978-961-270-223-6.pdf
Chapter
http://www.pei.si/UserFilesUpload/file/digitalna_knjiznica/Documenta_10_ISBN_978-961-270-223-6_PDF/978-961-270-223-6.pdf
Chapter
http://www.pei.si/UserFilesUpload/file/digitalna_knjiznica/Documenta_10_ISBN_978-961-270-223-6_PDF/978-961-270-223-6.pdf
Conference Paper
Full-text available
TITLE: Prevention of anxiety and aggression with social and emotional learning program among school aged children and adolescents: A universal school based trial Dr. Ana Kozina, Educational Research Institute, Ljubljana, Slovenia ana.kozina@pei.si Anxiety and aggression have negative effect on an individual and also substantially affect the scho...
Conference Paper
Full-text available
Aggressive behavior has negative outcomes, both short-term and long-term ones for children and adolescents and at the same time disrupts the process of learning and affects the school climate, which is positively connected to students’ educational achievement. Current study focuses on the developmental perspective of aggression and aims at better u...
Article
Full-text available
The study explores the predictive power of attribution styles for PISA 2012 mathematics achievement from international and national perspective. For this purpose, Weiner’s’ attribution theory was used as a framework in explaining the differences between high and low achieving students in PISA 2012 study for both international and national data anal...
Chapter
Understanding the risk and protective factors for developing high levels of anxiety is critical to the development of effective anxiety prevention programs. In the current study we focused on the predictive power of characteristics related to home and school environment on pupils’ anxiety. We administered an anxiety scale (LAOM [Lestvica Anksioznos...
Conference Paper
Full-text available
Only few studies investigated reciprocal relations between academic achievement and problem behavior (Chen et al., 1997; Masten et al., 2005; Welsh et al., 2001). Majority of studies focused only on effects of problem behavior on academic achievement (e.g. Zupančič & Kavčič, 2007). The present follow-up study investigated the relationship of childr...
Conference Paper
Full-text available
In this paper we analyze the predictive power of home and school environment-related factors for pupils' aggression. The multiple regression analyses will be performed for 4th and 8th grade pupils on TIMSS 2007 (N=8394) and TIMSS 2011 data base (N=9415) for Slovenia. On the national level aggression scale (Kozina, 2011) was administered in both TIM...
Conference Paper
Full-text available
In the paper we will analyze a predictive power of home (e.g. SES, parental activities with children) and school environment-related factors (e.g. school climate, achievement) for pupils' anxiety. The multiple regression analyses will be performed for 4th and 8th grade pupils on TIMSS 2007 (N=8394) and TIMSS 2011 data base (N=9415) for Slovenia. On...
Article
Full-text available
The study examined age and gender differences in aggression using three representative samples for Slovenia: 4th grade elementary school students; 8th grade elementary school students; 4th grade secondary school students in Matura programs. The results were based on the LA aggression scale that measures general aggression and four specific types of...
Article
The article presents the difference in the evaluation of the school climate when performed by secondary schools principals or by teachers. This and the comparison of predictive values of these evaluations of the school climate were carried out with the help of the TIMSS research base. The goal of the study was to find out why there were such differ...

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Projects

Projects (6)
Project
In the project, the reciprocal relationship between individual and classroom psychosocial characteristics and students' participation in bullying in early adolescence will be investigated using various sources of data (self-reported data, peer nominations, and teacher perspectives), advanced research designs (longitudinal study, focus groups) and complex data analysis (social network analysis and multilevel modeling). In addition, the role of individual students' and classroom psychosocial characteristics and students' participation in bullying in their school adjustment will be explored. The findings will be used to create guidelines for designing preventive and intervention activities and programs aiming to support classroom contexts that work as a protective factor for bullying in adolescence.
Project
The project investigates the longitudinal pathways for positive youth development: identification of individual and contextual factors that promote positive outcomes on the level of individual, school and society, which can prevent risky or problem behavior. Specific focus will be on the context of school and the context of youth at risk in the periods of transition. The findings will be put into an international perspective and the case study with intervention design will be used. The theoretical framework is provided by Positive youth development (PYD) perspective (Lerner, 2007). Research questions addressed in the project are: (1) Which are the support mechanisms (internal and external assets) on the level of individual, classroom, school and society that promote positive youth development of youth at risk in Slovenia? Which factor out of internal assets is the strongest and which factor out of external assets is the strongest in predicting positive youth development and preventing risky or problem behavior? (2) How do support mechanisms differ according to different subgroups and contexts: migration status, transition periods, the role of language use and different (monolingual, bi- and multilingual) language practices? (3) Can the positive youth development be enhanced and risky and problem behavior be prevented: development, implementation and evaluation of intervention (a case study)? (4) How do support mechanisms differ in international contexts: comparisons of data from Slovenia with positive youth development data from other countries. The research design builds from the initial PYD-SI-MODEL towards building the guidelines for policy and practise: (1) The PYD-SI-MODEL: initial model; (2) The PYD-SI-MODEL: contexts (migration, transition, school context, language; (3) The PYD-SI-MODEL: Pathways to risky behavior (aggression, anxiety) and to contribution (prosocial behaviour, empathy); (4) The PYD-SI-PROGRAM: Intervention (randomized quasi-experimental design with control group evaluating intervention designed in the project); (6) The PYD-SI-MODEL: International comparisons (cooperation with the research group at University of Bergen); (7) The PYD-SI-MODEL guidelines. A longitudinal research design in combination with cross-sectional research design and an intervention study will be used on a sample of lower and upper secondary schools in Slovenia with higher percentages of youth at risk. The methodology of longitudinal research design will be used to follow youth at the period of transition, from lower to upper-secondary level. The cross-sectional research design (comparisons in the same time point across several variables and conditions) will be used for comparisons across the subgroups, e.g. age groups, migrant status and in international comparisons. Intervention (a case study) design will follow the methodology of randomized control trial in which students will be randomly assigned either to the intervention or control condition. The set of positive youth development indicators will be based on a selection of quantitative and qualitative measures. Up to now youth development and policies related to youth development have not yet been supported by theoretically based models with longitudinal empirical support. The project will develop the PYD – SI Model and PYD – SI – PROGRAM in which PYD will be used as a baseline but with added Slovenia educational and migrant context. Research project introduces innovative, theoretically based and empirically tested integrative systemic model PYD-SI-MODEL and uses it as a baseline for advanced understanding of protective and risk factors in Slovenian youth (migrant youth included) and for research and planning on the policy and practice level. Additionally and relevant for practice a PYD – SI – PROGRAM for PYD enhancement will be developed, implemented and evaluated.