Parental involvement is an important factor in students’ achievement, and numerous studies have shown that it increases students’ success. As research on father’s involvement has become one of the current topics in education today, there is a need to separate the effect exercised by fathers from the overall family one. The aim of this study is to synthesize various studies which have focused on different aspects of fathers’ involvement; therefore, a meta-analysis would be an ideal method to create a synthesis of these perspectives and provide one general measure of fathers’ involvement effect. Nine studies have been included in the meta-analysis, where fathers’ involvement has been operationalized through father’s involvement in: education of children at school and at home, psychosocial well-being of children, modelling of behavior and leisure activities. The results show that the total measure of effect size differs from zero after applying the fixed model (z=13.510, p=0.000) and the random effect model (z=4.588, p=0.000), that is, there is a statistically significant positive correlation between the involvement of fathers and the academic success of their children. The value of the heterogeneity test (Q=66.560, df=8, p=.000, I2=87.981) indicates that the overall effect can be viewed according to the assumptions of the random effects model. The conducted meta-analysis has confirmed the assumption that fathers’ involvement is positively related to children’s academic performance.

The modern age,imbued by globalism, more than before imposes the need for intercultural communication. It implies interactions between participants of different nations, which has as the basis understanding and accepting of cultural differences. Informational development and representation of internet allow to people from different parts of the Earth to communicate and share their experiences, events, attitudes, different features. Such communication, also, implies developed competences for understanding of our own cultural features and their relating to features of participants of other cultures, in the aim of creating an new integrated value system which is based on mutual respect. Educational process takes the special part in developing of these competences.

The aim of the paper is to provide an overview of a series of processes which a leader in sport has to design and realize. The necessity of leadership presence (guidance) in sport can be found in the dynamic polyvalent and multidisciplinary development of contemporary human society, with the added note that management is more closely related to efficiency, and leadership with effectiveness and change. Based on the partial models of the structural and organizational system of sport constructed and presented so far, and the current global analyses of sports management and marketing, quality management, information, communication, scientific and training technology, as well as the analysis of individual models and their mutual interactions, we can conclude that the transformation processes which are in sport defined by applying increasingly more modern technologies, and in the world at large take place in a continued, dynamic and intense manner in sports organizations, should lead to the most efficient, optimal and effective modeling of increasingly newer and more modern creations, conceptions, projections and strategies, so that they could as a consequence lead to the strengthening of the role of specific sports and business functions.

Competences in the Function of Professional Work of Teachers

The identity represents the feeling of wholeness of the personality despite the changes in the personality itself and around it. Generally, we can conclude about existing of the personal and social identity- self-concept about oneself as the unique personality in the group to which it belongs or perception of oneself in the context of mutual with the members of it's group as with differences in relations to other groups. Individuals posses many different individual and social identities depending on the importance of some social group for it in given moment. Forming of the identity is the process which begins in the childhood, even it is the most intensive in the period of adolescence. The special significance in forming of the identity have persons from the closest child's environment, primary family, then other agents of the socialization as preschool and school teachers, peers, mas medias ect. Inclusive education refers to work with children with special needs which implies social inclusion. Child enters to different social relationships which influence on their personal and social identity. Peer's groups in the kindergartens, classes in schools represent specific social communities which perform their social roles. Educational institutions relay on mutual values and patterns and help children to relate to each other in the meaningful way and to the society as a whole. The central question is what inclusion means to the individual. As the identity is relied on the self-concept, and it is mainly formed based on the picture that others have about us, acceptance of the child with special needs by other children influence to the elements of identity which is in formatting. There, the aim of this article is the analysis of the potentials of the social relationships' role in the process of inclusive education on forming of the identity and its consequences as self-respect, feeling of self-efficiency, adequate relationships with others ect.

One of the main requirements of modern society, and for the sake of its survival, is the formation of socially responsible behavior towards the greatly endangered environment. Every day we are faced with the problems of pollution, global warming, depletion of the ozone layer and many others. Therefore, it is of paramount importance to influence the youngest generations to develop attitudes that will develop a high awareness of the need to protect nature and how to treat it. In this sense, today, and for the sake of the future, we must actively work on the development of pro-environmental attitudes in children, which would manifest themselves in pro-environmental behavior tomorrow. The development of this cognitive component, that is, the attitude requires the society to instil in the child knowledge about nature, its benefits, but also its demands and the inseparability of man from it, which affects the child's affective relationship towards it, the feeling of attachment to the environment that becomes an integral part of values. With their conative component, attitudes also initiate individuals to act. This especially necessary during the current COVID-19 pandemic and the unresolved question of the origin of the virus. Was it created artificially in laboratories or is it of natural origin, as nature's response to man's relationship to it. Some studies show that children in the first grades of elementary school understand the phenomenon of environmental pollution, they even know about different types of pollution, but they still do not understand the causes of these events. Therefore, although there is not much research dealing with this problem, we consider it important to analyse current knowledge about the psychological factors influencing the development of pro-environmental attitudes in children.