Project

CHILD_WELL (Child well-being in family context)

Goal: CHILD-WELL is a scientific project run by a research team from Institute of Social Sciences Ivo Pilar, and funded by the Croatian Science Foundation (HRZZ-IP-2019-04-6198). The projects aims to investigate the child well-being in family context. The project leader is prof. Andreja Braša-Žganec.
Child well-being is a multidimensional construct defined in terms of optimal developmental outcomes at a specific age. There are different objective indicators of child well-being, such as cognitive development, behavioral and emotional regulation, social competence, as well as subjective well-being indicators.
Based on Bronfenbrenner’s bioecological model, the project has three main goals. The first aim is to investigate changes in different domains of child well-being during middle childhood and the transition to adolescence, from 9 to 13 years of age. The second aim is to investigate the relationship of family well-being and parental behavior with different domains of child well-being in the same age range. Finally, the third aim is to investigate the relationship of the use of digital technology and child well-being during middle childhood and early adolescence.
To achieve these goals the plan is to conduct a longitudinal research involving children aged 9, 10 and 11 years of age (at the time of the first measurement), their parents and teachers. During a period of four years, three research waves are planned and such a longitudinal design will enable researchers to gain deeper insight in to changes in different domains of child well-being and its indicators. This new knowledge could have important practical implications for experts developing different national politics, as well as for development of strategies aimed at increasing child and family well-being.

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Tihana Brkljacic
added 4 research items
Dobrobit djece je multidimenzionalan konstrukt koji se definira u obliku optimalnih razvojnih ishoda djeteta s obzirom na njegovu dob i to na temelju niza objektivnih i subjektivnih indikatora. U novije vrijeme istraživanja dobrobiti djeteta usmjeravaju se na dodatni aspekt u kontekstu aktivnosti koje djeca obavljaju u slobodno vrijeme, a to je upotreba digitalnih medija. Upotreba digitalnih medija kod djece može imati brojne pozitivne, ali i negativne posljedice kada su u pitanju socio-emocionalni razvoj i kognitivni razvoj, kao i zdravlje djeteta. Međutim, dosadašnja istraživanja ne daju jednoznačne odgovore o odnosu dječje dobrobiti i korištenja digitalnih medija. Cilj provedenog istraživanja je ispitati povezanost zadovoljstva pojedinim domenama života s upotrebom digitalnih medija kod djece u dobi od 9 do 12 godina. Pri tome se posebno usmjeravamo na različitu svrhu upotrebe digitalnih medija te negativna iskustva djece tijekom korištenja Interneta. U istraživanju je sudjelovalo 120 učenika trećih, četvrtih i petih razreda, čiji roditelji su dali suglasnost za sudjelovanje u istraživanju. Učenici su tijekom jednog školskog sata popunjavali posebno pripremljen upitnik kojim su prikupljeni podatci o učestalosti korištenja digitalnih medija u različite svrhe (npr. Koliko često pretražuješ Internet jer nešto trebaš za školu?, Koliko često gledaš crtiće, filmiće ili neki video na YouTubeu i sl.) te učestalosti negativnih iskustava tijekom korištenja Interneta (Je li ti se ikada dogodilo da te netko putem Interneta zadirkivao ili ismijavao i sl.). Također, procjenjivali su svoje zadovoljstvo različitim domenama života pomoću Kratke multidimenzionalne skale učeničkog zadovoljstva životom, koja ispituje zadovoljstvo životom općenito te zadovoljstvo sljedećim domenama: obiteljskim životom, prijateljima, školskim iskustvima, samim sobom i mjestom života. Rezultati ukazuju na negativnu povezanost zadovoljstva pojedinim domenama života s čestinom igranja igrica, ali i pozitivnu povezanost s čestinom korištenja društvenih mreža. Također, učenici koji češće koriste društvene mreže imaju više negativnih iskustava tijekom korištenja Interneta. Dobiveni rezultati ukazuju na važnost istraživanja doprinosa upotrebe digitalnih medija dobrobiti djece u srednjem djetinjstvu i prelasku u adolescenciju.
U sklopu projekta „Dobrobit djeteta u kontekstu obitelji CHILD-WELL“ financiranog od Hrvatske zaklade za znanost, koji provode znanstvenici iz Instituta društvenih znanosti Ivo Pilar želi se putem niza mjera ispitati veza roditeljske dobrobiti i dobrobiti djeteta. U ovom projektu longitudinalnim nacrtom istraživanja ispitivat će se različite domene dobrobiti djece i njezine odrednice i to u osjetljivom razdoblju prelaska u adolescenciju. Rezultati ovog istraživanja omogućit će testiranje i evaluaciju različitih aspekata bioekološkog modela ljudskog razvoja i teorije promjene. Jedan od glavnih ciljeva projekta je istražiti odnose obiteljske dobrobiti, roditeljskih ponašanja majke i oca te različitih domena dobrobiti djece u spomenutom razvojnom periodu. Konkretnije, ispitat će se je li veza između obiteljske dobrobiti i različitih domena dobrobiti djece posredovana roditeljskim ponašanjima. Također, usporedit će se obrasci povezanosti obiteljske dobrobiti i roditeljskih ponašanja s mjerama dobrobiti djece posebno za majku i oca. Uz to u projektu će se istražiti promjene u različitim domenama dobrobiti djece (u subjektivnoj dobrobiti, u kognitivnoj, bihevioralnoj i emocionalnoj regulaciji te u socijalnoj kompetentnosti) u srednjem djetinjstvu i na prijelazu u adolescenciju te će se ispitati odnos između korištenja digitalnih tehnologija i dobrobiti djece tijekom srednjeg djetinjstva i na početku adolescencije. U izlaganju će se predstaviti projekt koji će omogućiti bolji uvid u dobrobit hrvatskih obitelji s djecom školske dobi a spoznaje o odrednicama dječje dobrobiti u obiteljskom kontekstu omogućit će osmišljavanje strategija za poboljšanje dobrobiti djece i obitelji.
„Dobrobit djeteta u kontekstu obitelji" (CHILD- WELL) je znanstveni projekt Instituta društvenih znanosti Ivo Pilar, financiran od strane Hrvatske zaklade za znanost, koji je usmjeren na istraživanje dobrobiti djeteta u kontekstu obitelji. Dobrobit djece je multidimenzionalni konstrukt koji se definira u obliku optimalnih razvojnih ishoda djeteta s obzirom na njegovu dob i to na temelju niza objektivnih i subjektivnih indikatora. Kao pokazatelj dječje dobrobiti u raznim istraživanjima koriste se mjere kognitivne, bihevioralne i emocionalne regulacije, socijalne kompetencije te indikatori subjektivne dobrobiti. Polazeći od Bronfenbrennerovog bioekološkog modela i teorije promjene ovaj projekt ima tri cilja. Prvi je istražiti promjene u različitim domenama dobrobiti djece u srednjem djetinjstvu i na prijelazu u adolescenciju. Drugi cilj je istražiti odnose obiteljske dobrobiti, roditeljskih ponašanja majke i oca te različitih domena dobrobiti djece u spomenutom razvojnom periodu. Treći cilj je ispitati odnos između korištenja digitalnih tehnologija i dobrobiti djece tijekom srednjeg djetinjstva i na početku adolescencije. Kako bi se ostvarilo navedene ciljeve, planira se provesti longitudinalnoistraživanje koje bi uključivalo djecu u dobi 9, 10 i 11 godina (u prvoj točki mjerenja), njihove roditelje i učitelje. Tijekom četiri godine, planiraju se provesti 3 vala istraživanja, a ovakav longitudinalni nacrt istraživanja omogućit će brojne spoznaje o promjenama u različitim domenama dobrobiti djece i njezinim odrednicama. Rezultati ovog istraživanja omogućit će nam bolji uvid u dobrobit hrvatskih obitelji s djecom školske dobi, što može imati važne praktične implikacije za stručnjake koji se bave osmišljavanjem različitih nacionalnih politika, kao i za razvoj strategija za poboljšanje dobrobiti djece i obitelji.
Tihana Brkljacic
added 19 research items
This research is a follow up study on young children (0-8) and digital technology, first done one and a half years ago (Kotrla Topić & Perković Kovačević, 2015). In the original study, ten Croatian families from Osijek and its surroundings, having at least one child aged 6 to 7, were chosen to examine young children’s and their families' experiences with new technologies. At that point, we wanted to find out what devices children at that age used, what they were using them for, what they thought and how they felt about using such devices and why that was. Furthermore, we wanted to find out what their parents thought about their engagement with digital technology – what were their perceptions of risks and opportunities, how much time they allowed their children to use the devices, to what end and why that was so. Now, one and a half years later, we wanted to find out what has changed in regard to the same families and their use and perception of digital technology. In order to achieve this objective, we chose 5 families from the previous 10 ; we revisited them at their homes and asked them all the questions we were interested in, focusing on the changes that have happened in this time period. Data collected from the parents and children are based on their answering the questions from the Protocol of Observation during the interview, and a pre-interview questionnaire completed by the parents prior to the interview. The interviews took place between January and February 2017. The result of this study provided us with an insight into changes that happen in a little over a year in young children’s and their families' everyday life interactions with digital technology. Results show that not much has changed. Families have not purchased many new devices, and children have not obtained many new skills. Digital technology is still considered to be an integral part of lives of the five families included in the sample, but it does not dominate their daily routines. In some families children gained a little more screen time because the families’ life circumstances changed as children started the first grade of primary school in September 2016. Parents are not happy about this change. The children still enjoy using digital technology and would probably gladly welcome even more screen time if they were allowed. For some children, there has been a slight shift in device preference – from tablets to smartphones. Only two out of five children have their own smartphones, but two more children are occasionally allowed to use their parents’ smartphones. They all use them to play games and watch videos on YouTube, and more rarely to communicate with friends or family. Children prefer to use the devices on their own, and for the purpose of having fun. However, the most dominant form of interaction with digital technology, in four out of five families in the sample, still involves watching television. Watching television is something younger and older siblings can do together and it is something that their parents join in on occasion. As for new skills that children have obtained in a little over a year, they include learning how to use the camera or voice recorder on a smartphone, and being able to use the YouTube on their own since they now have better reading and writing skills and better skills of downloading games on devices. When it comes to specific skills regarding the use of applications that children have acquired during a one and a half year period, a few of them mention the use of Viber. On the other hand, children have a better understanding of the difference between on-line and off-line activities, they know what a password is, and most of them have heard of a computer virus. Not much has changed in the parents’ perception of digital technology – they still first emphasize the same possible negative effects of digital technology: addictive behavior, aggressive behavior, consequences for the eyesight and posture and the fact that other areas of life might get neglected if children have too much screen time. As positive implications, the parents mention acquiring digital literacy skills and the help of digital technology in acquiring various other skills. At this point, now that all the children from the sample are in primary school, the parents more often mention the need for formal education regarding digital literacy skills (which is, in fact, lacking in Croatian schools). Since the sample in this research is smaller than in the first study, all the parents in the study have restrictive mediation strategies in terms of screen time and also in terms of content.
This study explores the determinants (demographic, personal, behavioural, and social) by which happy and unhappy people differ. The primary sample from which the participants were chosen was a representative sample of Croatian citizens (N = 4000). On the basis of the distribution of overall happiness the sample of the highest (the happy group) and the lowest 10 % of participants (the unhappy group) were selected. The happy group (N = 400) represented the upper end of the happiness distribution, while the unhappy group (N = 400) represented the lower end of the distribution. The questionnaire included demographic characteristics (age, gender, income, and education), ratings of subjective health status, satisfaction with specific personal and national domains (IWI-International Wellbeing Index), trust in people, and trust in institutions. Frequency of various leisure activities, and involvement in the community life were also reported. The differences in examined variables were analysed between the two groups. Results showed that the happy individuals were younger, with higher income, and with higher education than unhappy ones. After controlling for age, income, and education level, the happy people were found to be more satisfied with personal and national wellbeing domains, of better subjective health status, reported higher trust in people and institutions, and were more engaged in leisure activities and community life than the unhappy ones.
The aim of this research was to study frequencies of playing live and digital games, and to test for gender differences, to identify the most frequently played games, and to explore association between well-being indicators and frequency of playing. We found low positive association between frequency of playing of live and digital games. Most frequently played live games were various card games, and Shooter games were most frequent among digital games. Male participants played more frequently both live and digital games. Male participants played more action and simulation computer games, while female participants preferred puzzles and card games. Internet addiction was positively correlated to the amount of time spent logged on to the internet, and higher levels of loneliness and depression. Participants who played live games more reported lower levels of depression. Participants who played digital games more, spent more time logged to the internet, reported higher levels of internet addiction, but lower levels of depression.
Marina Kotrla Topic
added a project goal
CHILD-WELL is a scientific project run by a research team from Institute of Social Sciences Ivo Pilar, and funded by the Croatian Science Foundation (HRZZ-IP-2019-04-6198). The projects aims to investigate the child well-being in family context. The project leader is prof. Andreja Braša-Žganec.
Child well-being is a multidimensional construct defined in terms of optimal developmental outcomes at a specific age. There are different objective indicators of child well-being, such as cognitive development, behavioral and emotional regulation, social competence, as well as subjective well-being indicators.
Based on Bronfenbrenner’s bioecological model, the project has three main goals. The first aim is to investigate changes in different domains of child well-being during middle childhood and the transition to adolescence, from 9 to 13 years of age. The second aim is to investigate the relationship of family well-being and parental behavior with different domains of child well-being in the same age range. Finally, the third aim is to investigate the relationship of the use of digital technology and child well-being during middle childhood and early adolescence.
To achieve these goals the plan is to conduct a longitudinal research involving children aged 9, 10 and 11 years of age (at the time of the first measurement), their parents and teachers. During a period of four years, three research waves are planned and such a longitudinal design will enable researchers to gain deeper insight in to changes in different domains of child well-being and its indicators. This new knowledge could have important practical implications for experts developing different national politics, as well as for development of strategies aimed at increasing child and family well-being.