-
Kovac, Velibor Bobo
(2022).
Rollen av eget ståsted i inkludering.
-
Cameron, David Lansing; Kovac, Velibor Bobo & Horverak, May Olaug
(2021).
An exploration of the patterns of bullying among users of a chat-support service in Norway.
-
Kovac, Velibor Bobo & Cameron, David Lansing
(2019).
Mobbing i barnehagen: En kvantitativ undersøkelse av holdninger hos ansatte og foreldrene.
-
Cameron, David Lansing & Kovac, Velibor Bobo
(2019).
Bullying (mis)conceptions. Is there a need for consensus in early childhood education?
-
Haraldstad, Åse; Tveit, Anne Dorthe & Kovac, Velibor Bobo
(2019).
Pupils experiences with democratic arenas in school.
Educating democratic citizens?
-
Andreasen, Johan Kristian; Kovac, Velibor Bobo & Bjørndal, Cato R. P.
(2018).
Teacher and teacher educator - developing a professional identity.
-
Andreasen, Johan Kristian & Kovac, Velibor Bobo
(2017).
Factors influencing how cooperating teachers’ develop teacher educator identities.
-
Olsen, Anne Karin Vikstøl; Spieler, Kristin & Kovac, Velibor Bobo
(2017).
Predicting college grades through a sample of Norwegian students.
-
Kovac, Velibor Bobo; Tveit, Anne Dorthe; Lund, Ingrid & Omdal, Heidi
(2016).
Directional motion: An empirically based model of development in educational institutions.
-
Cameron, David Lansing & Kovac, Velibor Bobo
(2015).
Kartlegging av barnehageansatte og foreldres perspektiver på
mobbing i barnehage. Spørreundersøkelse blant ansatte og
foreldre.
-
Olsen, Anne Karin Vikstøl; Kovac, Velibor Bobo; Haugen, Tommy & Høigaard, Rune
(2015).
Development of occupational identity of Preschool teacher students before and after their practise period.
-
Cameron, David Lansing; Kovac, Velibor Bobo; Tveit, Anne Dorthe & Jortveit, Maryann
(2015).
“Bridging old relations”: The (de)construction of ethnic identity in the educational context of Bosnia and Herzegovina.
-
Kovac, Velibor Bobo
(2015).
Self-expression motivation.
-
Cameron, David Lansing; Lund, Ingrid; Kovac, Velibor Bobo; Nome, Dag Øystein; Helgeland, Anne & Godtfredsen, Marianne
(2014).
Understanding Bullying in Early Childhood: How do We Promote Positive Relationships among Children and Adults?
Show summary
The issue of bullying has received worldwide attention in recent years. However, research on bullying in early childhood is sparse. Indeed, the use of the term “bullying” to describe negative behaviours such as targeted, relational, and physical aggression among preschool-age children is not without controversy (Alberti-Espenes, 2010). Yet, it has been argued that bullying can be distinguished from other forms of aggression in that it reflects a form of unequal coercive power (Olweus, 1993), a condition that is clearly incompatible with the creation of inclusive, high quality early childhood services. Thus, there is a need to investigate the behaviours and conditions associated with bullying within this context.
This presentation will describe findings from a Norwegian research project comprising three investigations: (a) Preschool children’s experiences with relationships, well-being, and play interactions; (b) Childcare workers’ relationships with children in the attachment process, and (c) A survey of parents and preschool workers’ perspectives on bullying in preschool. The first study comprised individual and focus-group interviews with children from 4 to 6 years of age in which emphasis was placed on children's experiences and perceptions related to teasing and bullying. The second investigation applied a critical ethnographic approach in which two preschools were observed over several weeks and reflective conversations were conducted between the researcher and caregivers based on video recordings of their interactions with children. The third study comprised a quantitative survey of childcare workers (n = 94) and parents (n = 257) drawn from six preschools. Results shed light on several important questions within the field, including: How are positive, inclusive relationships among preschool children created and maintained? What is the role of adults in this process? What factors predict preschool workers and parents’ attitudes towards bullying?
-
Cameron, David Lansing & Kovac, Velibor Bobo
(2013).
Teachers' ratings of the causes & support needs of youth with internalizing & externalizing behavior problems.
-
Cameron, David Lansing; Kovac, Velibor Bobo & Tveit, Anne Dorthe
(2013).
Two Schools under one roof: A case study of Segregation among Bosniak and Croatian Secondary School Students.
-
Tveit, Anne Dorthe; Cameron, David Lansing & Kovac, Velibor Bobo
(2011).
A study of the Educational Psychological Services’ work with Preschool in Norway.
-
-
-
Rise, Jostein & Kovac, Velibor Bobo
(2005).
Predicting intentions to quit smoking: The TPB and temporal construal.
Psychology and Health.
ISSN 0887-0446.
-
Kovac, Velibor Bobo & Rise, Jostein
(2005).
Time perspective and the intention-behaviour relation: The case of quitting smoking.
Psychology and Health.
ISSN 0887-0446.
-
Rise, Jostein; Kovac, Velibor Bobo & Kraft, Pål
(2004).
Bridging the intention-behaviour gap of addictive behaviours: the case of quitting smoking.
-
Lund, Ingrid; Helgeland, Anne; Kovac, Velibor Bobo; Cameron, David Lansing & Godtfredsen, Marianne
(2019).
Dialog og samarbeid i arbeidet mot mobbing i barnehagen.
Universitetet i Agder.
ISSN 978-82-7117-935-9.
-
Lund, Ingrid; Helgeland, Anne; Kovac, Velibor Bobo; Cameron, David Lansing & Nome, Dag Øystein
(2015).
Hele barnet, hele løpet.
Universitetet i Agder.
ISSN 9788271178109.
-
Cameron, David Lansing; Kovac, Velibor Bobo & Tveit, Anne Dorthe
(2011).
En undersøkelse om PP-tjenestens arbeid med barnehagen.
Universitetet i Agder.
ISSN 978-82-7117-683-9.
-
Allerup, Peter; Kovac, Velibor Bobo; Kvåle, Gro; Langfeldt, Gjert & Skov, Poul
(2009).
Evaluering av det Nasjonale kvalitetsvurderingsssystemet for grunnopplæringen.
Edgar Høgfeldt.
-
Kovac, Velibor Bobo
(2008).
Some psychological aspects of addiction in the light of smoking behaviour.
Unipub forlag.
ISSN 1504-3991.
Show summary
The main purpose of the present thesis was to examine (i) the role of psychological processes in quitting addiction, and (ii) the psychological processes which play a role in the development of obsessive smoking passion. Although the thesis focuses on smoking behaviour in particular, the underlying theoretical ideas should be applicable to all forms of strong attachments.
There are five research questions which are central to the present thesis. First, papers 1, 3, and 5 examined the role of motivational processes in the formation of intention to quit smoking. Second, papers 1, 2, and 5 examined the role of important motivational and self-regulatory processes in self-reported quitting behaviour. Third, papers 1, 2, and 3 examined the role of future time perspective and time construal in the formation of intention to quit smoking, and in self-reported smoking cessation. Fourth, in papers 4 and 5 we attempted to develop a measure to assess explicit cognition in relation to strong attachments. And fifth, in paper 5 we attempted to examine the interplay of automatic and cognitive processes in the development of obsessive passion for smoking.
The main theoretical reasoning chosen to illuminate these research questions was derived from several theoretical frameworks. First, the general ideas which underlie the majority of so-called social cognition models were used in order to examine the role of motivational and self-regulatory processes in smoking cessation. In particular, the theory of planned behaviour (TPB) was applied in papers 1, 3, and 5 with the aim of obtaining a better understanding of the processes which facilitate the development of intention to quit smoking and smoking cessation. Second, the ideas which accentuate the role of automatic processing were used in order to understand the stability of addictive attachments. Third, detectable in several papers was the influence of ideas derived from behavioural economics in general and time-discounting theories in particular, in relation to addictive behaviours. And finally, the theoretical influence of self-regulatory literature in general, with particular focus on the delay of gratification paradigm and Action Identification theory, played an important role in the conceptualization of the MR construct (paper 4 and 5).
The thesis is based on questionnaire data from three different studies. The first two data collections included a student population, while papers 4 and 5 were based on internet surveys and included a more general population. All three surveys were longitudinal with 4, 6, and 4 months between measurement points, respectively.
With regard to the quitting process, the results imply that present accounts of smoking cessation in terms of motivational and self-regulatory processes are insufficient. This is indicated by the low percentage of explained variance in quitting behaviour and the relatively low predictive values of the most important variables in the model in comparison to the meta-analysis of studies on non-addictive behaviours. Thus, it seems that motivational and self-regulatory efforts are particularly unstable when it comes to addictive behaviours such as smoking. However, the results also indicate that the predictions of intention to quit smoking in terms of motivational processes are reasonably well understood, in that the explained variance in quitting intentions was in line with previous findings in the health behaviour domain. The results also indicate that the concept of time is important in both the motivational and self-regulatory phases. For instance, in study 2 we examined the moderating effects of two measures of future orientation (Consideration of Future Consequences scale and Stanford Time Perspective Inventory) on the relation between intention, planning, and past behaviour on one hand, and quitting smoking on the other.
-
Kovac, Velibor Bobo
(2000).
Motivational systems of control, affiliation, and self-expresssion: An integrative approach.
Unipub forlag.