<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Erkan Efilti</style></author><author><style face="normal" font="default" size="100%">Recai Doğan</style></author><author><style face="normal" font="default" size="100%">Argen Zhumgalbekov</style></author><author><style face="normal" font="default" size="100%">Süleyman Barbaros Yalçın</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF TECHNOLOGICAL STRESS ON ACADEMICS' LIFE SATISFACTION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic productivity</style></keyword><keyword><style  face="normal" font="default" size="100%">learning-teaching process</style></keyword><keyword><style  face="normal" font="default" size="100%">life satisfaction</style></keyword><keyword><style  face="normal" font="default" size="100%">technostress</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1708676609.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Increasing research reveals the impact of technostress on life satisfaction among academics. In line with the determined purpose, it is first determined whether there is a significant difference in terms of technostress and life satisfaction between demographic variables such as age, gender, field of science and years of experience. Secondly, an answer was sought to the question of whether there was a significant impact of technostress on life satisfaction. To achieve the determined research purpose, the relational scanning model was used. The study involved 342 academic participants working at different universities in Kyrgyzstan who agreed to participate voluntarily. The research was conducted with 342 academics, 207 women and 135 men. To analyze the data obtained, t-test, one-way ANOVA, Pearson’s correlation analysis and linear regression analysis were used. As a result of the research, it was determined that there was a low level of negative association between life satisfaction and the socially focused technostress sub-dimension score among the technostress sub-dimensions. Life satisfaction and general technostress level were determined to be permanent and significant among the technostress sub-dimensions such as profession-oriented, technical subject-oriented learning-teaching process-oriented and personal technostress sub-dimensions. The regression analysis revealed that general technostress emerged, but the sub-dimensions showed no influence on life satisfaction, and that single socially focused technostress had a negative predictive impact on life satisfaction.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">48-65</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Diana Olcar</style></author><author><style face="normal" font="default" size="100%">Ljubin Golub, T.</style></author><author><style face="normal" font="default" size="100%">Majda Rijavec</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF ACADEMIC FLOW IN STUDENTS' ACHIEVEMENT AND WELL-BEING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">flourishing</style></keyword><keyword><style  face="normal" font="default" size="100%">flow experience</style></keyword><keyword><style  face="normal" font="default" size="100%">flow in learning</style></keyword><keyword><style  face="normal" font="default" size="100%">life satisfaction</style></keyword><keyword><style  face="normal" font="default" size="100%">optimal experience</style></keyword><keyword><style  face="normal" font="default" size="100%">sampling method</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1639554182.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Flow experience is related to well-being. Still, the question arises as to whether the flow is beneficial because of its intensity and frequency, or its contribution to well-being depends on the domain in which it is experienced. It was hypothesized that flow experienced in a domain that is perceived important and useful (i.e., the academic domain) contributes more to students’ well-being than flow experienced in domains that are perceived as less important and less useful (leisure and routine activities) even though it is in academic domain experienced less often and less intensely. This hypothesis was tested in two separate studies. In the first study, the flow was operationalized as a trait and the frequency of flow was measured via questionnaires. In the second study, the flow was operationalized as a state and the intensity of flow was measured via the experience sampling method. The samples were comprised of university students from Zagreb, Croatia. Both studies showed that flow in a domain that is perceived as more important and useful (i.e., the academic domain), although is experienced less often and less strongly, is more related to students’ well-being than flow in domains perceived by students as less important and less useful (leisure and routine activities). It was also tested if the association between academic flow and well-being is mediated by academic achievement. This hypothesis was not accepted. The results of this study indicate that it is important for students to have opportunities to experience flow in their studies because it is a pleasant state, related to better achievement, and it adds to their overall well-being.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">912-927</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Agnieszka Kozerska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LIFE SATISFACTION AMONG PEOPLE AGED 60 AND OVER, PARTICIPATING IN RESTRICTED SOCIAL NETWORKS IN POLAND: RELATED VARIABLES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">informal learning in the family</style></keyword><keyword><style  face="normal" font="default" size="100%">life satisfaction</style></keyword><keyword><style  face="normal" font="default" size="100%">social Isolation</style></keyword><keyword><style  face="normal" font="default" size="100%">social participation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1449572228.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">67</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">From the perspective of adult education, the engagement of older people in developing relationships with other people is related to their learning and creating their identities. The research conducted in the areas of various countries shows a relationship between a social participation of seniors and their well-being. Moreover, participation in rich social networks, composed of many people, coincides with a high quality of life. The article focuses on senior citizens functioning in restricted networks (less numerous social networks, consisting of several people).The study is to serve three purposes: firstly, to identify determinants of a subjective assessment of own life of senior citizens living in restricted networks; secondly, to analyse a relationship between seniors’ subjective, general assessment of life and their opinion on what determines a successful and happy life; thirdly, to analyse the relationship between seniors’ subjective, general assessment of life and the ways they handle problematic situations. The analysis has been conducted on the basis of the data collected in 2013, available to the general public on www.diagnoza.com. The data was collected within the Social Diagnosis (Diagnoza społeczna) project. The objective of the Social Diagnosis is an investigation of the conditions and quality of life in Poland. It is based on panel research. A questionnaire has been used as a research tool. The article presents information regarding 5623 individuals, aged 60+functioning in restricted social networks in Poland. The Mann-Whitney U test and the two proportions test helped to analyse the differences between variable distributions. The results show that a poor social life of the elderly does not have to be linked with a feeling of loneliness. The group of individuals with a high level of general satisfaction is more satisfied with a relationship with the family (especially children) than the group with a low level of life satisfaction. The analysis confirms that good relationships with family and friends are an important predictor of life satisfaction of the elderly. Health is considered to be a condition of a successful life by seniors with a high level of life satisfaction, as well as relationships with close family members: with children and a spouse. This group of respondents shows more confidence in other people, by whom they feel loved and confided in. In difficult situations people with a high level of life satisfaction turn to others for help, but they also act themselves. Seniors with a low level of satisfaction differ from the previous group in these terms. These are people who do not feel confided in by others and they also hardly ever turn to others for help. In difficult situations they are more often passive. In conclusion, the author highlights the significance of informal learning occurring in families to enhance older people’s quality of life. It is important, especially in case of poorly educated persons with low incomes who often function in small social networks.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">29-39</style></section></record></records></xml>