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Kovac, Velibor Bobo
(2022).
Rollen av eget ståsted i inkludering.
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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.
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Kovac, Velibor Bobo & Cameron, David Lansing
(2019).
Mobbing i barnehagen: En kvantitativ undersøkelse av holdninger hos ansatte og foreldrene.
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Cameron, David Lansing & Kovac, Velibor Bobo
(2019).
Bullying (mis)conceptions. Is there a need for consensus in early childhood education?
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Haraldstad, Åse; Tveit, Anne Dorthe & Kovac, Velibor Bobo
(2019).
Pupils experiences with democratic arenas in school.
Educating democratic citizens?
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Andreasen, Johan Kristian; Kovac, Velibor Bobo & Bjørndal, Cato R. P.
(2018).
Teacher and teacher educator - developing a professional identity.
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Andreasen, Johan Kristian & Kovac, Velibor Bobo
(2017).
Factors influencing how cooperating teachers’ develop teacher educator identities.
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Olsen, Anne Karin Vikstøl; Spieler, Kristin & Kovac, Velibor Bobo
(2017).
Predicting college grades through a sample of Norwegian students.
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Kovac, Velibor Bobo; Tveit, Anne Dorthe; Lund, Ingrid & Omdal, Heidi
(2016).
Directional motion: An empirically based model of development in educational institutions.
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Cameron, David Lansing & Kovac, Velibor Bobo
(2015).
Kartlegging av barnehageansatte og foreldres perspektiver på
mobbing i barnehage. Spørreundersøkelse blant ansatte og
foreldre.
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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.
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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.
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Kovac, Velibor Bobo
(2015).
Self-expression motivation.
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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?
Vis sammendrag
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?
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Cameron, David Lansing & Kovac, Velibor Bobo
(2013).
Teachers' ratings of the causes & support needs of youth with internalizing & externalizing behavior problems.
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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.
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Tveit, Anne Dorthe; Cameron, David Lansing & Kovac, Velibor Bobo
(2011).
A study of the Educational Psychological Services’ work with Preschool in Norway.
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Rise, Jostein & Kovac, Velibor Bobo
(2005).
Predicting intentions to quit smoking: The TPB and temporal construal.
Psychology and Health.
ISSN 0887-0446.
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Kovac, Velibor Bobo & Rise, Jostein
(2005).
Time perspective and the intention-behaviour relation: The case of quitting smoking.
Psychology and Health.
ISSN 0887-0446.
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Rise, Jostein; Kovac, Velibor Bobo & Kraft, Pål
(2004).
Bridging the intention-behaviour gap of addictive behaviours: the case of quitting smoking.
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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.
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Lund, Ingrid; Helgeland, Anne; Kovac, Velibor Bobo; Cameron, David Lansing & Nome, Dag Øystein
(2015).
Hele barnet, hele løpet.
Universitetet i Agder.
ISSN 9788271178109.
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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.
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Allerup, Peter; Kovac, Velibor Bobo; Kvåle, Gro; Langfeldt, Gjert & Skov, Poul
(2009).
Evaluering av det Nasjonale kvalitetsvurderingsssystemet for grunnopplæringen.
Edgar Høgfeldt.
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Kovac, Velibor Bobo
(2008).
Some psychological aspects of addiction in the light of smoking behaviour.
Unipub forlag.
ISSN 1504-3991.
Vis sammendrag
Studiens utgangspunkt
Kovacs avhandling undersøker den rollen psykologiske prosesser spiller i det å utvikle en røykeavhengighet og å bryte en avhengighet. Det teoretiske rammeverket i avhandlingen skal imidlertid kunne gjelde alle former for sterk avhengighet. Studien bygger på data fra tre spørreundersøkelser; to blant studenter og én med et generelt utvalg.
Parallelle prosesser
Kovac legger vekt på betydningen av å studere slutteprosess og mekanismene for fortsatt avhengighet samtidig. En hovedkonklusjon er at de psykologiske mekanismene som ligger til grunn for det å fortsette å røyke og det å slutte å røyke eksisterer side om side og fungerer relativt uavhengig av hverandre. Dette betyr at det kan eksistere to fundamentalt forskjellige typer av selv-regulering i forhold til avhengig adferd.
Tidshorisont
Resultatene viser at individers tidshorisont er viktig for om de er i stand til å bryte ut av sin avhengighet. Personer som er framtidsorienterte har bedre forutsetninger for å omsette intensjoner og planer til det å faktisk slutte å røyke enn personer med kortere tidshorisont.
Teoretisk bidrag
Et nytt teoretisk bidrag i avhandlingen er ideen om at sterk avhengighet primært er knyttet til bevisste kognitive prosesser i form av mentale representasjoner. Et veletablert adferdsmønster i form av en vane som gjentas hyppig utvikler røyking som mental representasjon som igjen kan føre til sterk avhengighet
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Kovac, Velibor Bobo
(2000).
Motivational systems of control, affiliation, and self-expresssion: An integrative approach.
Unipub forlag.