Ana Kozina
Biographic Data
| ID | 4460449 |
|---|---|
| NAME | Ana Kozina |
| GIVEN NAMES | Ana |
| FAMILY NAME | Kozina |
| SIGNATURE | KOZINA A |
| AFFILIATIONS | Educational Research Institute |
| ORCID | 0000-0002-0117-6476 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Relationship Between Teachers' Perceived Contextual Support for the Development of Social and Emotional Competencies and Diversity Awareness and Teachers' Burnout in Slovenia
The rise in reported emotional challenges, coupled with heightened stress and burnout among teachers in Europe, underscores the need to develop a conceptual framework for understanding underlying causes and providing effective well‐being support mechanisms for teachers. This study built upon Bronfenbrenner's ecological model, stressing the embeddedness of individual development in their context, namely the macro‐level context and policies support…
Positive teacher development model
Positive Teacher Development model understands the mechanisms of teachers' burnout and job satisfaction as a result of an interplay of multiple levels of individual ↔ context relationships, internal and external assets, being supported by teachers' relationships with students, colleagues, and school leaders. The model is grounded in the Socio-Ecological Model, Relational Developmental Systems Theory, and Self-Determination Theory. The fit of the …
The mediating role of the 5Cs of PYD in the relationship between grit and academic adjustment in Spanish undergraduates
Introduction Academic success paves the way for positive youth (and adult) development, leading to short- and long-term positive outcomes. In the case of Spain, research has identified the need to pay closer attention to youth academic performance and well-being. Grit is one of the more consistent predictors of academic adjustment, with possible mediators not yet explored. Methods The present study aimed to analyze the mediational role of the 5Cs…
Mindfulness and teachers’ diversity awareness
The question of addressing the diversity of students is one of the most pressing challenges for teachers. Practicing mindfulness can serve as a valuable support mechanism for teachers navigating situations that challenge diversity awareness. In this study, we test the indirect effect of mindfulness in teaching on the relationship between mindfulness and diversity awareness. We operationalise mindfulness in teaching through its interpersonal and i…
Peer victimization and anxiety during Covid-19 pandemic
Peer victimization and anxiety are consistently positively correlated, though the longitudinal relationship remains inconsistent. Previous research often failed to account for the reciprocal relationship between traditional and cyber victimization, with limited evidence of the influence of broader societal factors. Thus, the present study aimed to longitudinally examine the relationship between victimization, cyber victimization, and anxiety with…
The effects of the Hand in Hand
As burnout affects teachers’ health and well-being, as well as their teaching understanding interventions beneficial for prevention is crucial. In this study, we explored possible predictors of the decrease in the dimensions of burnout (emotional exhaustion, physical fatigue, cognitive weariness) after the HAND: ET intervention. We used following predictors: teachers’ experience (professional experience and previous experience of activities suppo…
The mediating effect of student-teacher relationships for the relationship between empathy and aggression
Teachers’ Social and Emotional Competencies
IN ENGLISH: The present paper focuses on social and emotional learning, and highlights empirical \nfindings on its importance for teachers, students and schools. The importance of social \nand emotional learning in school settings has been a central focus of research for the last 30 \nyears. The development of teachers’ social and emotional competencies has been an essential \nfactor for improving social and emotional learning of students. Only w…
Anxiety and Covid-19 Anxiety in Positive Youth Development
The COVID-19 pandemic has accelerated anxiety and triggered a new and specific COVID-19 anxiety in all age groups, especially in adolescence. The aim of the present study was to identify differences between anxiety and COVID-19 anxiety in profiles of positive outcomes by using the Positive Youth Development (PYD) framework (i.e., the Five Cs of competence, confidence, character, caring, and connection) on a sample of 1,977 adolescents from Sloven…
Social Emotional Learning Program From a Positive Youth Development Perspective in Slovenia
Country and Gender Differences in DevelopmentalAssets Among Youth and Emerging Adults in Ghana and Norway
Mindfulness and teachers’ diversity awareness
The question of addressing the diversity of students is one of the most pressing challenges for teachers. Practicing mindfulness can serve as a valuable support mechanism for teachers navigating situations that challenge diversity awareness. In this study, we test the indirect effect of mindfulness in teaching on the relationship between mindfulness and diversity awareness. We operationalise mindfulness in teaching through its interpersonal and i…
Anxiety and Covid-19 Anxiety in Positive Youth Development
The COVID-19 pandemic has accelerated anxiety and triggered a new and specific COVID-19 anxiety in all age groups, especially in adolescence. The aim of the present study was to identify differences between anxiety and COVID-19 anxiety in profiles of positive outcomes by using the Positive Youth Development (PYD) framework (i.e., the Five Cs of competence, confidence, character, caring, and connection) on a sample of 1,977 adolescents from Sloven…
Social Emotional Learning Program From a Positive Youth Development Perspective in Slovenia
Country and Gender Differences in DevelopmentalAssets Among Youth and Emerging Adults in Ghana and Norway
The mediating effect of student-teacher relationships for the relationship between empathy and aggression
Teachers’ Social and Emotional Competencies
IN ENGLISH: The present paper focuses on social and emotional learning, and highlights empirical \nfindings on its importance for teachers, students and schools. The importance of social \nand emotional learning in school settings has been a central focus of research for the last 30 \nyears. The development of teachers’ social and emotional competencies has been an essential \nfactor for improving social and emotional learning of students. Only w…
Anxiety and Covid-19 Anxiety in Positive Youth Development
The COVID-19 pandemic has accelerated anxiety and triggered a new and specific COVID-19 anxiety in all age groups, especially in adolescence. The aim of the present study was to identify differences between anxiety and COVID-19 anxiety in profiles of positive outcomes by using the Positive Youth Development (PYD) framework (i.e., the Five Cs of competence, confidence, character, caring, and connection) on a sample of 1,977 adolescents from Sloven…
The effects of the Hand in Hand
As burnout affects teachers’ health and well-being, as well as their teaching understanding interventions beneficial for prevention is crucial. In this study, we explored possible predictors of the decrease in the dimensions of burnout (emotional exhaustion, physical fatigue, cognitive weariness) after the HAND: ET intervention. We used following predictors: teachers’ experience (professional experience and previous experience of activities suppo…
The mediating role of the 5Cs of PYD in the relationship between grit and academic adjustment in Spanish undergraduates
Introduction Academic success paves the way for positive youth (and adult) development, leading to short- and long-term positive outcomes. In the case of Spain, research has identified the need to pay closer attention to youth academic performance and well-being. Grit is one of the more consistent predictors of academic adjustment, with possible mediators not yet explored. Methods The present study aimed to analyze the mediational role of the 5Cs…
Mindfulness and teachers’ diversity awareness
The question of addressing the diversity of students is one of the most pressing challenges for teachers. Practicing mindfulness can serve as a valuable support mechanism for teachers navigating situations that challenge diversity awareness. In this study, we test the indirect effect of mindfulness in teaching on the relationship between mindfulness and diversity awareness. We operationalise mindfulness in teaching through its interpersonal and i…
Peer victimization and anxiety during Covid-19 pandemic
Peer victimization and anxiety are consistently positively correlated, though the longitudinal relationship remains inconsistent. Previous research often failed to account for the reciprocal relationship between traditional and cyber victimization, with limited evidence of the influence of broader societal factors. Thus, the present study aimed to longitudinally examine the relationship between victimization, cyber victimization, and anxiety with…
The Relationship Between Teachers' Perceived Contextual Support for the Development of Social and Emotional Competencies and Diversity Awareness and Teachers' Burnout in Slovenia
The rise in reported emotional challenges, coupled with heightened stress and burnout among teachers in Europe, underscores the need to develop a conceptual framework for understanding underlying causes and providing effective well‐being support mechanisms for teachers. This study built upon Bronfenbrenner's ecological model, stressing the embeddedness of individual development in their context, namely the macro‐level context and policies support…
Positive teacher development model
Positive Teacher Development model understands the mechanisms of teachers' burnout and job satisfaction as a result of an interplay of multiple levels of individual ↔ context relationships, internal and external assets, being supported by teachers' relationships with students, colleagues, and school leaders. The model is grounded in the Socio-Ecological Model, Relational Developmental Systems Theory, and Self-Determination Theory. The fit of the …
Psychology (8 works) · Social Psychology (6 works) · Developmental psychology (4 works) · Burnout (3 works) · Clinical Psychology (3 works) · Early Childhood Education and Development (3 works) · Motivation and Self-Concept in Sports (3 works) · Pedagogy (3 works) · Youth Development and Social Support (3 works) · Anxiety (2 works)