Hazers' Personality Characteristics and the Perception of School Climate in Slovenia.

This article presents the initiation rite for the admission of newcomers to Slovenian upper secondary education, which is called "pheasanting" and has similar characteristics to hazing. It examines the relationship between certain personality traits of hazers with their perception of the school climate and the severity of the hazing activities they engage in (subtle, harassing, and violent hazing). In a sample of 460 students in the fourth grade of upper secondary education, 25.4% of them had carried out hazing in the previous 3 years, of which 47% performed only subtle, 24% harassment, and 29% violent hazing. Violent and harassment hazers justified their actions much more often than subtle hazers by dominating and distorting of the consequences and by diffusing responsibility. They also had less empathy and perceived the school climate as enabling more aggressive attitude. However, violent hazers had the most negative attitude toward hazing, while harassment hazers found hazing most acceptable. Finally, some practical implications of the results at individual and school level are discussed.

Slovenian Validation of the Children's Perceived Use of Self-Regulated Learning Inventory.

The importance of self-regulated learning (SRL) has increased during the COVID-19 pandemic and measures for assessing students' self-regulation skills and knowledge are greatly needed. We present the results of the first thorough adaptation of the Children's Perceived use of Self-Regulated Learning Inventory (CP-SRLI). The inventory, consisting of 15 scales measuring nine components of SRL, was administered to a sample of 541 Slovenian ninth graders. Confirmatory factor analyses supported internal structure validity of most components, but two components required some structural modifications. Internal consistency coefficients were acceptable for the majority of scale scores and were highly comparable to the original ones. While metric invariance across gender was confirmed, the scalar invariance of some scales needs further examination. Meaningful correlations with relevant externally assessed and self-reported self-regulation and school performance variables indicated good criterion validity of the inventory. The Slovenian version of the CP-SRLI thus proved to be a sufficiently valid and reliable instrument for assessing pupils' learning self-regulation.