Akadēmiskais centrs
Rīga, University of Latvia, 2021. 1148 p.
Editor Linda Daniela
https://doi.org/10.22364/htqe.2021
ISBN 978-9934-18-735-3
The international conference of the University of Latvia (UL) was organized for 79th time in 2021 to provide a platform where it is possible to discuss the latest discoveries in science, discuss new research ideas, share the results of various research projects and show the achievements of creative innovations. The program consisted of invited sessions, and technical workshops and discussions with eminent speakers covering a wide range of topics in science and social research.
Proceedings of Scientific Papers
CONTENTS
Preface (11-12)
Edmunds Vanags. A Qualitative Analysis of Affect Signs in Telecommunication Dialogues (13-26)
Edmunds Vanags, Malgožata Raščevska. Prediction of Depression by Cognitive Function Above Core Affect (27-43)
Sabine Berzina, Baiba Martinsone. Changes in Teachers and Students’ Perceived School Climate Through the Implementation of the Social Emotional Learning Program: A Longitudinal Study (44-59)
Goran Livazović, Karlo Bojčić. The Relation Between Media Exposure, Risk Behaviour and Anxiety in Adolescents During the COVID-19 Pandemic (60-70)
Inese Sadauska, Aleksandrs Koļesovs. Validity and Reliability of the Acceptance and Action Questionnaire-II: Latvian Version (71-82)
Ivars Austers, Girts Dimdins, Veronika Leja, Viktorija Gaina. Political Trust in Predicting Readiness to Comply with Governmental Restrictions During COVID-19 Pandemic (83-93)
Linda Berga, Ivars Austers. Non-Cognitive Predictors of Subjective Job Performance in a Sample of Managers, Client Support and Administrative Support Specialists (94-111)
Ronalds Cinks, Ivars Austers. Success and Failure Effect on Self-Efficacy and Performance: An Experimental Study (112-124)
Liena Hačatrjana. Ability to Deal with it: Self-Management and Problem-Solving Skills, Motivation and Routines Helped High-School Students During the COVID-19 Pandemic (125-136)
Baiba Martinsone, Sindija Dziedātāja, Ieva Stokenberga. Parents’ Self-Reported Stress and Coping During the COVID-19 Pandemic-Related First Emergency Situation in Latvia (137-149)
Iveta Ķestere, Reinis Vējiņš. Between “Acts-And-Facts History” and “Edutainment” in the History of Education Study Courses: The Case of University of Latvia (150-164)
Dita Nīmante. COVID-19 Difficulties in the Remote Learning Process and Opportunities to Overcome Them: The Perspective of Future Teachers (165-179)
Zanda Rubene, Linda Daniela, Edīte Sarva, Arta Rūdolfa. Digital Transformation of Education: Envisioning Post-Covid Education in Latvia (180-196)
Nora Jansone-Ratinika, Tatjana Koķe, Raimonds Strods, Māris Brants. Drivers of Faculty Pedagogical Digital Competence or How to Get Things Going Online (197-209)
Andris Kangro, Rita Kiselova. Latvian Students’ Understanding of Global Problems and Readiness to Get Involved in Solving Them in OECD PISA 2018 Comparison (210-226)
Andrejs Geske, Kristine Kampmane, Antra Ozola. The Influence of School Factors on Students’ Self-Concept: Findings from PIRLS 2016 (227-241)
Ireta Čekse, Andrejs Geske, Kaspars Kiris. The Relationship Between Students’ Citizenship Activities and Bullying at School (242-252)
Ireta Čekse, Reinis Alksnis. Is there a Relationship Between School Factors and Students’ Citizenship Education? The Cases of Latvia and Finland Based on IEA ICCS 2016 Data (253-269)
Lina Kaminskiene, Virginija Bortkevičienė. Strengthening and Supporting the School Communities: A Case of Regional Schools in Lithuania (270-279)
Kristīne Niedre-Lathere, Alīda Samuseviča. Transformative Dimensions of Educational Change Context (280-287)
Sanita Litiņa, Anika Miltuze. Students’ Digital Competence: A Scoping Review of Measuring Instruments (288-308)
Gatis Lāma. Self-directed Learning in Secondary Education During Remote Study Process. Case Study in Latvia (309-320)
Alise Oļesika. Social Innovations in Educational Sciences: Analysis of Current Research and Policy Documents (321-332)
Katrina Elizabete Purina-Bieza. Pedagogical Digital Competence and its Acquisition in a Teacher Education Programme (333-351)
Anžela Jurāne-Brēmane. The Digital Transformation of Assessment: Challenges and Opportunities (352-363)
Linda Mihno. Influence of Factors Promoting Financial Literacy on the Achievements of Financial Literacy of Students in Latvia (364-375)
Edīte Sarva, Inga Linde, Linda Daniela. Self-Regulated Learning in Remote Educational Context (376-389)
Liudmila Rupšienė, Milda Ratkevičienė, Regina Saveljeva. Towards the Equality of People with Disabilities in the Health System: The Preparedness of Health Workers to Work with People with Hearing, Visual, Movement and Mental Disabilities (390-402)
Karmen Trasberg. How COVID-19 have Enforced Social Inequalities – Experience of Estonian Teachers (403-411)
Tsvetelina Ivanova, Dora Levterova-Gadjalova, Snezhana Ilieva. Technology-Based Decision Making in Inclusive Education (412-423)
Jessica Kristin Nowak. Gender Inequality in Education (424-433)
Tsvetelina Ivanova, Dora Levterova-Gadjalova, Galin Tsokov, Nevena Mileva. Challenges for Inclusive Higher Education (434-445)
Jenny S. Tripses, Ilze Ivanova, Jūratė Valuckienė, Milda Damkuvienė, Karmen Trasberg. Baltic Social Justice School Leaders (446-456)
Marianna Gregoriou, Eliada Pampoulou, George Milis. Promoting Social Equality in Inclusive Education: Mapping the Experience of Parents of Children who Rely on Augmentative and Alternative Communication (457-463)
Simas Garbenis. Trait Emotional Intelligence of Teachers Working in Special Education Schools (464-477)
Sarmite Tubele. Prevention of Learning Disabilities in Pre-school Children (478-485)
Ieva Sproģe, Sarmīte Tūbele. Challenges of Easy and Plain Language in Latvia (486-500)
Egija Laganovska. Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities (501-510)
Kristīne Liepiņa, Lūcija Rutka. Support for Teachers to Reduce Early School Leaving (511-520)
Zanda Rubene, Linda Daniela, Arta Rūdolfa, Edīte Sarva, Velta Ļubkina. Lessons Learned from Pandemics in the Context of Digital Transformation of Education (521-529)
Manuel Joaquín Fernández González, Beāte Balandīna, Linda Kovaļevska. Virtue Education Programme e-TAP: Innovativeness and Thematic Fit in the Context of Preschool and Primary Education in Latvia (530-544)
Svetlana Surikova, Manuel Joaquín Fernández González. School Staff and Parents’ Beliefs About the Role of School For Pupils’ Character Education In Latvia (545-558)
Vera Khotinets, Oksana Kozhevnikova. Executive Functions in Connection with the Development of Bilingual Speech of Senior Pre-Schoolers (559-570)
Agita Ābele, Agrita Tauriņa, Tija Zīriņa, Dace Rutkovska. Promotion of Children’s Cooperation and Physical Development in the Pre-School Outdoor Space (571-579)
Ilze Šūmane, Līga Āboltiņa. Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3 (580-589)
Aldona Mazolevskienė, Ieva Pažusienė. Expression of Multimodal Learning to Read and Write in the Context of Pre-primary Education (590-599)
Ona Monkevičienė, Birutė Autukevičienė, Kristina Stankevičienė. The Impact of Reading Self-Made Personalised Books on Two- to Four-Year-Old Children’s Linguistic Expressions When Speaking about Themselves (600-609)
Antra Randoha, Dagnija Vigule. Self-Guided Learning Process in Preschool: Challenges of the Practice (610-620)
Evija Latkovska, Santa Aleksejeva. Self-Assessment of English Reading Skills in Grade 6 (621-634)
Marija Sablić, Ana Mirosavljević, Irena Labak. Students’ Motivation in Natural Science Classes (635-642)
Beata Lavrinoviča. School Gardening: What is Current Trend about? (643-656)
Rita Birzina, Tamara Pigozne, Dagnija Cedere. Students’ Readiness for STEM Learning within the Context of National Education Reform (657-672)
Agnese Slišāne. Conceptualization of Pedagogical Entrepreneurship (673-685)
Semra Mirici. Academics’ Perceptions of Quality in Higher Education in Turkey (686-695)
Silvia Nuere, Adela Acitores Suz, Laura de Miguel, Esperanza Macaren Ruiz Gómez, Eugenio Bargueño, Brezo Alcoceba, Manuel Carmona. “Network Design” a Multidisciplinary Project to Raise Awareness of the Indiscriminate Use of Plastics (696-714)
Eglė Pranckūnienė, Rūta Girdzijauskienė, Remigijus Bubnys, Liudmila Rupšienė. Discoveries through Challenges: Collective Autoethnographic Study of Teacher Educators in the COVID‘19 Situation (715-726)
Agnese Dāvidsone, Külliki Seppel, Austė Telyčėnaitė, Renata Matkevičienė, Marko Uibu, Vineta Silkāne, Anžela Jurāne-Brēmane, Õnne Allaje. Exploring Students’ Perceptions on Acquisition of Transversal Skills During an Online Social Simulation (727-738)
Sanita Baranova, Baiba Kaļķe. Implementation of Student-Centred Education Principles in a Master’s Study Programme: An Exploration of the Experience of Academic Staff (739-749)
Dace Medne, Zanda Rubene, Māra Bernande, Dzintra Illiško. Conceptualisation of University Students’ Civic Transversal Competence (750-765)
Agnese Rusakova, Sanita Baranova. The Inclusion of Non-Tenured Staff in Institutional Quality Culture (766-779)
Jānis Bernāts, Agnese Rusakova, Elmīra Zariņa. Clash of Giants – the Change of Internal Higher Education Governance in Latvia (780-793)
Višnja Rajić, Marina Diković, Morana Koludrović. Do We Equip Teachers to Deal with Global Crisis? Case of Initial Teacher Education in the Republic of Croatia (794-802)
Irina Degtjarjova, Inga Lapiņa. Factors Affecting Students’ Understanding of the Quality of Higher Education (803-814)
Oskars Kaulēns, Reinis Upenieks. Understanding of Teachers and Healthcare Professionals about their Professional Development (815-829)
Ilze Briža, Anita Pipere. Work-based Learning in Professional Education of Latvia: Historical Development (830-841)
Algimantas Bagdonas, Asta Jakimavičienė, Raimonda Sadauskienė, Sigita Saulėnienė. Possibilities for Pre-School Education Students to Combine Studies and Work: Employers’ Position (842-855)
Maruta Avotiņa, Elīna Buliņa, Guna Brenda Pogule. Implementation of the New Sub-Program for Mathematics Teachers at the University of Latvia (856-867)
Aurelija Daukšaitė-Kolpakovienė. Lithuanian University Students’ Motivation to Study English (868-875)
Ismail Hakki Mirici. Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education (876-885)
Valentina Taļerko. The Book “Die Kavaliere von Illuxt”. The New Discovery for XXI Century Reader (886-900)
Başak Ercan. Quality Management Concerning Use of ICT in Higher Education Language Learning Environments: A Case Study in Turkey (901-915)
Dace Markus, Dina Bethere. The Impact of the Sociolinguistic Environment on the State Language Proficiency of Children from Ethnic Minorities in a Preschool Educational Institution (916-924)
Līga Beļicka, Tatjana Bicjutko. Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19 (925-936)
Solvita Burr. Linguistic Landscape Signs in E-Textbooks: Teaching Language as a Compass for Exploring Multimodal Texts, Multilingualism, and Digital Resources (937-952)
Daiva Zitkeviciene, Ona Monkeviciene. Music Teachers’ Communication Ways Helping Preschool Children to Engage with Learning Objects and to Explore Their Critical Aspects (953-961)
Ilze Vilde. Transversal Skills for the Implementation of Competence Approach during a Music Pedagogy Process at Primary School (962-972)
Laura Muceniece, Dace Medne, Ērika Gintere. Pedagogical Potential of Mental Practice in Teaching Brass Instruments at University (973-987)
Austra Avotina. Drawing as a Research Method in the Process of Art History Studies (988-1001)
Māra Urdziņa-Deruma, Mārīte Kokina-Lilo. Comprehension of the Design Process in Teacher Education (1002-1015)
Daiga Celmiņa. Imagination in the Creative Self-Expression of Students in Secondary School Literature Classes (1016-1030)
Ligita Stramkale. The Content of Today’s Music Subject Curriculum for Grades 1–3 in the Context of Montessori Education Principles (1031-1040)
Eva Strazdina. Visual Literacy in the Context of Digital Education Transformation (1041-1055)
Arta Rūdolfa, Linda Daniela, David Scaradozzi, Laura Screpanti, Arianna Pugliese. Research Strategy for the Evaluation of Students’ Success in the Project “Innovative Educational Robotics Strategies for Primary School Experiences” (1056-1062)
Monika Širkaitė, Rita Gruodytė-Račienė. Physical Education Role in Lithuanian Primary Schoolchildren Physical Literacy Formation (1063-1074)
Rihards Parandjuks. The Importance of Education for Sport Schools Students (1075-1087)
Elena N. Letiagina, Valentina I. Perova, Alexander V. Gutko. Neurocomputing for the Research of Sustainable Regional Development of Physical Culture, Sports and Tourism in the Context of Ensuring the Quality of Human Capital (1088-1095)
Liliana-Elisabeta Radu, Ileana-Monica Popovici, Renato-Gabriel Petrea, Alexandru-Rares Puni. The Physical Activity Level and Reaction Time During Covid-19 Pandemic (1096-1104)
Ekaterina Bulanova, Marina Platonova, Olga Rokunova. Features of Marketing Activities of the Football Club “Nizhny Novgorod” (1105-1111)
Anna V. Ermilova, Ilvis Abelkalns. The Impact of Traumatism on the Professional Aging: The Case of Elite Sports (1112-1122)
Ilvis Abelkalns, Laura Capranica, Mojca Doupona, Anda Paegle, Janis Stonis, Ugis Bisenieks, Antonio Sánchez-Pato, Francisco José Cánovas-Álvarez, Juan Alfonso García-Roca, Alejandro Leiva-Arcas, Lourdes Meroño, Raquel Vaquero-Cristóbal, António J. Figueiredo, Hugo Sarmento, Vasco Vaz, Liliana-Elisabeta Radu, Cristian-Mihail Rus, Oana-Mihaela Rusu, Barbara Ghinassi, Pascal Izzicupo, Angela Di Baldassarre. Dual Career Support Activities of High-Performance Students-Athletes in the Project “More than Gold” (1123-1136)
Rudolfs Rubenis. Possibilities to Obtain Higher Education in Germany for Latvian Baltic German Students (1920–1934) (1137-1148)
Publisher: University of Latvia Press
© University of Latvia, 2021