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ANIMOVANÝ FILM A DETSKÁ MYSEĽ

Author(s): Lea Kriškova / Language(s): Slovak Issue: 03/2015

The author of this study deals with the reception of animated films by child viewers. She attempts to clarify the process of how animated stories are understood with regard to the cognitive and emotional skills of children of preschool (4–6) and early school age (7–9). She confirms the theoretical propositions of developmental psychology and supplements them with a qualitative testing of selected age groups. The study aims to outline how children think and apply this knowledge in analyzing the process of how they watch animated films, children’s most favourite film genre. The results not only point to the problems of child viewers, but also of films intended for them.

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SLOVAK TELEVISION FILM AFTER 1989: BETWEEN SOCIAL DRAMA AND POPULAR GENRES

Author(s): Jana Dudková / Language(s): English Issue: Special/2015

The paper deals with the dominant genre of Slovak live action television film after 1989, a psychological family or relationship drama, and puts it in the context of isolationism of contemporary Slovak cinema while at the same time comparing it with later processes of pluralisation of Slovak television film that appeared in line with the first Contract with the State (valid from 2010). It also compares development of live-action television and cinematic film and shows how television production often signalled some major changes in Slovak cinema but also featured remarkable differences between seemingly common genre structures.

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Cultural awareness – an important component of military training

Author(s): Luiza KRAFT,Ana Maria CHISEGA-NEGRILĂ / Language(s): English Issue: 2/2015

As proved by the present-day geo-strategic developments, the face of conflicts has changed significantly: new wars have emerged, e.g. asymmetric, hybrid, by proxy, centric, network-based, on terror, etc. The parties involved are not only the opposing forces, but also the insurgent ones, the local leaders, the non-compliant forces, the civil population which often becomes collateral damage, and others. The new operational environment calls upon a new profile of the military leader and soldier alike who must understand the aforementioned actors and anticipate the effects that the latter’s decisions translated into actions and responses will have both on the local population and the country as a whole. The bottom line is that servicemen and women nowadays need cultural awareness as a decision support tool. This skill should be acquired by any modern army through a coherent educational program as an integral part of military training.

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Socio-psychological and health-related factors behind plans of university students going abroad

Socio-psychological and health-related factors behind plans of university students going abroad

Author(s): Marta Kulanová,Oľga Orosová / Language(s): English Issue: 4/2016

Background: According to the Statistical Office of the Slovak Republic the educational status of Slovak emigrants is most frequently at the level of secondary school, followed by those with university education. It is estimated that about a third of university graduates leave Slovakia every year. Many findings show that people with a high quality education have a tendency to leave their country to go to different European countries or countries outside Europe for reasons of work or a higher quality of life. This is the reason why countries which are experiencing problems with the brain drain phenomenon are very interested in its exploration. The relationship between economic motives and plans to leave the country of origin has been relatively well examined. However, the relationship between motives and plans to leave abroad and socio-psychosocial and health-related factors has not been sufficiently explored. The factors which affect this decision-making process and intention formation can be different and vary extensively. Relevant factors include social relationships and other social variables which influence migration intentions and behaviour. It has been shown that there are certain personal dispositions which seem to predispose a person to manifest a higher desire to leave or show more effort to leave. The findings showed that migrating persons differ from non-migrants in characteristics which include personality factors, personal attitudes as well as health-related behaviour and risk behaviour. Regarding risk behaviour among migrating people, there was a significantly higher level of regular smokers and a higher level of alcohol use than among non-migrating people. While respecting the findings that economic reasons are the strongest explanatory factors of migration in general, we were interested whether selected socio-psychological factors, as well as health- related factors, can help to understand why young people leave abroad. Objectives: The goal of this work is to explore the strength of a proposed model and explore the contribution of social support, health related behaviour, and personality factors in the planning of going abroad among university students. In other words, to examine whether perceived social support, depressive symptoms, health-related behaviour and personality factors are related to the plans among university students to leave their countries. Method: This study is based on the data obtained in the study SLiCE (Student Life Cohort in Europe) conducted online and it presents the analysis of data from the first wave of data collection in 2011 in cooperation with the universities in five European countries. The sample consisted of 2051 university students, of which 343 (16.6%) was from the Czech Republic, 862 (41.7%) from Lithuania, 114 (5.5%) from Hungary, 264 (12.8%) from Germany and 482 (23.3%) from Slovakia. Most of the students in the sample (85%) were students in the first year of university study and 70.2% of the sample were women. The mean age of the respondents was 20.67 with a standard deviation of 2.71. An online questionnaire was used to measure the variables. Plans to go abroad were identified by a single item measure assessing whether students had a plan to leave for abroad in the period of the following two years, social support was measured by MSPSS (The Multidimensional Scale of Perceived Social Support), depression was measured by the M-BDI (Modified version of the Beck Depression Inventory), alcohol use was measured by a screening tool for alcohol use AUDIT (The Alcohol Use Disorders Identification Test), smoking was measured by a question about the number of days during the previous month in which respondents smoked cigarettes and, finally, personality factors were measures by a shortened version of the Big Five questionnaire, the TIPI (Ten Item Personality measure). Due to the binary nature of the dependent variable, a binary logistic regression was used to explore the factors influencing plans to go abroad and allowed adjusting for country and gender. Results: Having a plan to leave abroad in the following two years was reported by 15.3% of respondents. The regression model in the first step included variables of social support, depression, risk behaviour (alcohol use and frequency of smoking) and explained 19.2% of variance in planning to leave abroad. In the next step, personality factors extraversion, openness to experience, conscientiousness, emotional lability and agreeableness were added. The model significantly improved in prediction effectiveness and this final regression model explained 21.5% of the variance in planning to leave abroad. The final regression model classified correctly 85.4% of cases. Perceived social support was found to be significantly related to whether students have or do not have a plan for going abroad. Social support from the family supports the plan not to go abroad, while social support from friends has the opposite effect and works as a factor which supports the plan to go abroad. Experiencing depressive symptoms is related to a higher probability that students plan to go abroad. Certain forms of risk behaviour can be related to planning to go abroad and our study showed that a higher use of alcohol or hazardous drinking is related to a higher probability of planning to go abroad, while alcohol dependence was related to the opposite phenomenon i.e. the probability of not planning to leave. Personality traits contributed to the explained variance in planning to go abroad, while in our sample a positive relationship between openness to experience and probability of planning to leave was found. Conclusion: The model has proven to be significant and relevant for explaining the variance in planning among university students to go abroad.. The explored socio-psychological factors, as well as health-related factors, were found to contribute to the explained variance in this. The findings indicate that socio-psychological and health-related factors are related to the plans to go abroad. In summary, students who perceive to have less support from their family, more support from their friends, experience more depressive symptoms, are more open to new experiences and report higher consumption of alcohol, but not alcohol dependence are more likely to have a plan to leave for abroad within a short timeframe. This research has several limitations, which have been acknowledged and discussed. Our findings and the effort to eliminate the limitations open relevant topics for further research.

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Aspects of Antisocial Behavior in Relation to Emotion Understanding and Parenting Style in Slovak and South African Early Adolescents

Aspects of Antisocial Behavior in Relation to Emotion Understanding and Parenting Style in Slovak and South African Early Adolescents

Author(s): František Baumgartner,Zuzana Wirtz,Catherine L. Ward,Ivana Poledňová / Language(s): English Issue: 2/2017

The study is aimed at investigating understanding emotions in relation to aspects of antisocial behavior and substance use with respect to parenting styles. The sample were 397 early adolescents from two countries (Slovakia and South Africa). We examined if similarities or differences existed when comparing both national groups. A number of research studies document that antisocial behavior (e. g. bullying) is connected to the attitudes towards antisocial behavior so that specific attitudes predicted bullying behavior and other phenomena such as school and academic performance. The necessity of investigating the field of antisocial behavior and its moderators (such as parenting styles and emotional competencies) is not based only on prevalence rates of different types of antiso cial behavior during early adolescence, but also on the fact that risk behavior, in general, is directly or indirectly involved with health, well-being, school success and healthy development of personality. Currently, most scientific research on emotional intelligence focused more on emotional intelligence from the perspective of a trait (emotional self-efficacy), so the purpose of this study was to shed light more on the ability concept of emotional intelligence. We focused on one particular skill of emotional intelligence; understanding of emotions, as this ability forms the basic skills of emotional intelligence. The majority of the studies of early adolescent emotional intelligence skills have been conducted in Western societies, but processes underlyin g the formation of behavior and ability emotional intelligence factors and their manifestations may differ across cultures. There is an obvious influence of tradition, culture, ethnicity and society on the experience and expression of emotions, strategies for dealing with stressful situations, and behavior itself. Our study tries therefore to fill the gap in the literature by investigating the relationships between the ability to understand emotions as an emotional intelligence skill and antisocial behavior in early adolescents from very different countries; namely South Africa and Slovakia. Two groups were studied – one in Bratislava, Slovakia (Eastern Europe), and the other in Cape Town, South Africa. In Slovakia, all 6th graders from five state primary s chools that agreed to participate were approached for research matters. From that group, 155 learners were enrolled in study. The average age of this sample was 12.09 (SD 0.75). In South Africa, 242 students were chosen from three state schools which agreed to participate. The mean age of these students was 11.21 (SD=0.62). The schools were picked from different areas of Cape Town so that different ethnic groups were represented in the sample. All 6th grade students in the selected schools of Cape Town and Bratislava (N=397) were invited to participate, and were allowed to do so if their parents provided written consent and they themselves provided written assent. To measure the emotion understanding as a component of emotional intelligence, a performance test – Situational Test of Emotional Understanding (STEU, MacCann & Roberts, 2008) was used. The STEU is based on Roseman’s model of the emotions system. According to this model, the 17 most common emotions can be explained by a combination of seven appra isal dimensions. Antisocial and risk behavior and attitudes towards antisocial behavior were measured using subscales taken from The Social and Health Assessment Questionnaire (SAHA, Ruchkin, Schwab-Stone & Vermeiren, 2004). For our research purpose we selected several subscales: school attachment, academic motivation, affiliation with delinquent peers, victimization, parenting scales (inconsistent parenting, parental involvement, parental supervision, parental warmth), prosocial beliefs, alcohol use, substance use, cigarette use, antisocial behavior scales (conduct problem, less severe delinquency, severe antisocial behavior, legal consequences), beliefs legitimizing aggression, “hard to say no” scale and expectations about the future. Our study is focused on exploring associations between attitudes towards antisocial behavior, emotion understanding and parenting styles. According to the existing research it was possible to hypothesize: 1. There is a link between higher level of ability to understand emotions with less frequency of involvement in antisocial behavior as well as stronger attitudes against participation in antisocial behavior. 2. The parenting styles including parental involvement, supervision and warmth are connected with less involvement in antisocial and risk behavior. 3. Individuals with higher ability to understand emotions have a better parental background (especially warmth and involvement) in comparison with individuals with lower understanding of emotions. We applied exploratory analysis, calculating Spearman correlations and Mann-Whitney U-test in SPSS (since not all variables were normally distributed) and linear regression (in R) with quasi-poisson distribution, in order to examine associations between ability to understand emotions, antisocial behavior and other variables. A Generalized Linear Model UNIANOVA with quasi-poisson distribution was the most suitable for our data as they were not normally distributed, and did not fulfill the condition of the Poisson model (where mean must be equal to its variance). The analyses were conducted separately in samples of Slovak and South African early adolescents with regard to examining the relationships between key variables in both groups separately, and then to study the differences between them. The obtained results only partly support expected significant associations between higher level of emotion understanding and lower level of involvement in antisocial behavior. On the contrary the linkage between lower level of understanding of emot ions and higher rate of negative forms of behavior was manifest. These relations were only evident with Slovak adolescents, but not with their South African counterparts. Findings also revealed the importance of parenting styles in different areas of early adolescent’s behavior. Parental involvement and warmth diminished the expressed involvement in antisocial behavior as well as substance use and increased pro-social beliefs. Regarding the method used to measure emotional intelligence, we conclude that the performance test of emotion understanding (STEU) is only partly a suitable tool for exploring this construct. First, the STEU – even though modified for this population – had some problems with internal consistency; and secondly, the degree to which these instruments serve as indicators of real life behavior is also questionable. Although our findings support only some relationships we expected to find, we believe that even these findings of associations of ability to understand emotions with some aspects of behavior and influence of parenting style in early adolescence could assist as baseline facts and offer new ideas and inspirational base for further research studies.

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Trust in People and Attitudes Towards Immigration

Trust in People and Attitudes Towards Immigration

Author(s): Jozef Výrost,Marek Dobeš / Language(s): English Issue: 1/2019

We use data from the European Social Survey (ESS) Rounds 1-7 to investigate the relationship between trust in people and attitudes towards immigrants and immigration. Our analysis is based on large longitudinal comparative survey data (ESS), where the immigrant attitudes are operationalized by two groups of items: the attitude toward immigrants (“To what extent do you think [country] should allow people of the same race or ethnic group as most of [country]’s people to come and live here?“; “To what extent do you think [country] should allow people of a different race or ethnic group as most of [country]’s people to come and live here?“; “To what extent do you think [country] should allow people of poorer countries in Europe to come and live here?“) and the attitude toward immigration (“Would you say it is generally bad or good for [country]’s economy that people come to live here from other countries?”; “Would you say that [country]’s cultural life is generally undermined or enriched by people coming to live here from other countries?”; Is [country] made a worse or a better place to live by people coming to live here from other countries?”). We constructed a structural equations model comprised of three intercorrelated latent variables. Each latent variable was supported by three items from the ESS questionnaire. Latent variables represented factors and factor loadings for all items that were higher than 0.65, suggesting satisfactory factor stability for all three factors. These results show that the questions in the ESS questionnaire that targeted respective attitudes and values (immigrants, immigration, trust) are consistent and that each triplet measures a common underlying factor. We performed structural equations modelling (SEM) with three latent variables – attitudes towards immigrants, attitudes towards immigration and trust in people. We studied the correlations between the variables. The model fit for this model was satisfactory. RMSEA was 0.028, and CFI was 0.995. In the second step, we performed a multi-group SEM analysis. We introduced 32 groups, with each group representing data from one country. First, we tested an unconstrained model. We obtained 32 triplets of correlations. The fit of this model was satisfactory. RMSEA was 0.006, and CFI was 0.992.

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The Perceived Style of Pupil Leadership in Terms of the X/Y Theory in Relation to Slovak Teachers’ Self-Esteem

The Perceived Style of Pupil Leadership in Terms of the X/Y Theory in Relation to Slovak Teachers’ Self-Esteem

Author(s): Lenka Ďuricová / Language(s): English Issue: 2/2020

Research objective: The study addresses the correlations within the selected leadership model in the educational environment. The goal of the research study was to verify the relationship between the general self-esteem in Slovak teachers and their pupil leadership style in terms of D. McGregor’s theory. In the Slovak cultural environment, antecedent variables pertaining to the X/Y Theory have not yet been studied in the school organisational environment, i.e. where the teachers actually work. Besides teachers’ self-esteem, the study also addresses the concept of leadership and other contextual variables (age, length of teaching practice, school type, managerial experience). Based on the relevant theory and available research stating the existence of connections between the leader’s selfperception and their followers’ perception (Whitney, 1990; Matzler et al., 2015; Ďuricová & Šugereková, 2017), the following hypotheses has been formulated: RH1: A positive correlation between a teacher’s self-esteem and their pupil/student leadership style in terms of the Y Theory. Based on further contextual variables (age, length of teaching practice, school type, managerial experience), the research questions have been formulated as follows: RQ1: Does the teacher’s leadership style correlate with their age in terms of the Y Theory? RQ2: Does the teacher’s leadership style correlate with the length of their teaching practice? RQ3: Is there a difference between leadership styles of primary and high school teachers in terms of the Y Theory? RQ4: Is there a difference between leadership styles of teachers with and without managerial experience? Research method: The method of available selection was used to build the research sample of form teachers working at the secondary level of education (N=142, higher secondary level = 56%, lower secondary level 44%). Two questionnaires were administered to collect data: 1. The RSES/Rosenberg Self-Esteem Scale (Halama & Bieščad, 2006) was used to evaluate the emotional aspect of the self-concept and self-esteem. This one-dimensional scale consists of 10 items and the respondent is asked to express how much they agree on the scale from 1 to 4 (1 – strongly disagree, 4 – strongly agree). The reliability (internal consistency) of the research tool expressed by Cronbach's alpha showed an acceptable level (α=.72). 2. The X/Y Leadership Style Questionnaire was created by merging two original instruments: Theory X/Y Behavior (Kopelman et al., 2010) and Theory X/Y Managerial Assumptions (Kopelman et al., 2012). Items 1–13 focused on leader’s specific behaviours (e.g. Pupils/students need to be constantly checked to ensure that they work as they are supposed to) and items 14–23 express the leader’s assumptions (e.g. Pupils/students naturally like learning). The respondents expressed their agreement on a 5-point scale (1 – strongly agree; 5 – strongly disagree). The total raw score represents the respondent’s Y pupil/student leadership style. The internal consistency of the adapted Slovak version of the instrument as a whole proved very good (α=.86). Research results: Data distribution normality testing (Kolmogorov–Smirnov test) in terms of individual variables showed that the data did not fulfil the requirements of a normal distribution (p = .00), therefore it was necessary to use non-parametric tests. The correlation analysis indicated that the relation between teachers’ self-esteem and their pupil/student leadership style in terms of the Y theory closely correlated and showed statistical significance (.614; p≤.01). The analysis showed a medium close positive statistically significant correlation of the leadership style with the teacher’s age (.406; p ≤ .01) and a slightly weaker correlation with the length of their practice (.288; p ≤ .01). The linear regression analysis showed that out of these three determinants, teachers’ self-esteem predicts their Y-leadership style. This determinant explains approx. 31% of the variability in the teachers’ Y-leadership style. The analysis of the differences showed a statistically significant difference in the Y-leadership style in favour of primary school teachers, which can be explained by their statistically significant higher self-esteem, age, and length of practice in comparison to high school teachers. The second contextual variable showed a statistically significant difference in terms of the Y-leadership style between the two teacher groups in favour of those who had managerial experience in comparison to those who did not. Conclusion: The study has confirmed the assumed positive correlation between teachers’ general self-esteem and pupil/student leadership style in terms of the Y Theory. This result is consistent with other research results (e.g. Whitney, 1990; Matzler et al., 2015; Ďuricová & Šugereková, 2017), thus confirming the importance of leaders’ positive self-esteem. The results can be interpreted as follows: as the teacher-leader’s self-esteem increases, so does the probability that they lead the pupils/students using the Y Theory, which is based on faith in the pupil/student’s abilities, character, and motivation. The regression analysis has also confirmed that teachers’ selfesteem predicts whether they apply the Y-leadership style or not. Correlation and comparative analyses outlined a broader context of this leadership style in the teaching practice. It seems that the teacher’s age and length of teaching practice indirectly promote the Y-leadership style in relation to their pupils/students, and they both positively correlate with the teacher’s self-esteem. This finding is consistent with Kale and Ӧzdelen’s study (2014), which states that with a growing length of practice, primary school teachers develop a more democratic and participating leadership style – as described by the Y Theory. Therefore, it can be assumed that increasing age, maturity, and expertise allow the teacher to improve their self-esteem and leads their pupils/students toward the same philosophy. The influence of the school type on the Y-leadership style is merely a secondary consequence of the fact that in this testing, older and more experienced teachers worked at primary schools, which also reflected in their higher self-esteem in comparison with their high school colleagues. As for managerial experience (higher positions in school management), it seems that teachers who possess it may be able to effectively use the related skills in student/pupil leadership, i.e. direct teaching activity. Despite the limits of this research study (size and selection of the research sample, using self-assessment scales), it can contribute to the research of professional teaching skills. To increase the validity of measuring leadership style, it would be useful to collect feedback also from the pupils/students.

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Sources of Stress, and Coping Strategies of Slovak Elderly in the First Wave of the Coronavirus Crisis

Sources of Stress, and Coping Strategies of Slovak Elderly in the First Wave of the Coronavirus Crisis

Author(s): Bibiána Kováčová Holevová / Language(s): English Issue: 1/2021

The COVID-19 pandemic is often associated with the phrase coronavirus crisis. A crisis can be defined by three characteristics: a specific, unexpected event that creates a high level of uncertainty, and involves a (perceived) threat to important goals (Seeger et al., 1998). A crisis experienced at the individual level may be linked with the concept of stress (Doka, 2013; Eastham et al., 1970; Elmer et al., 2020; Hickman & Knouse, 2020). The transactional theory of stress and coping defines the experience of stress based on the interaction between a person and the environment. The impact of a particular stressor depends on, firstly, the extent to which the individual evaluates it as stressful and, secondly, the extent to which the individual copes with it or the extent to which he or she will be able to involve resources to combat stress (Lazarus & Folkman, 1984). The aim of this research is to examine more deeply how the "coronavirus crisis" manifested itself at an individual level in the most vulnerable groups of the population, the elderly (Centers for Disease Control and Prevention, 2020; Public Health Authority of the Slovak Republic, 2020), during the first wave of the disease in Slovakia. In particular, the aim is to examine which specific stressors are perceived as stressful (which are sources of stress) and which coping strategies are preferred by the elderly, as well as how these sources of stress and coping strategies relate to the demographic characteristics of the elderly (both in gender and age). Using the snowball method, 607 people over the age of 62 from all over Slovakia participated in the online research. They answered open-ended questions about perceived stressors and coping strategies and also completed the Perceived Stress Scale (Cohen et al., 1983) and the Anxiety Measurement Questionnaire (Spielberger et al., 1983). Subsequently, a combination of qualitative and quantitative approaches was used. Through the content analysis of the answers to the open-ended questions, 11 categories of stress sources and 22 categories of coping strategies, with different levels of prevalence, were identified. The most common sources of stress (with a prevalence of about 25% to 10%) for the elderly were social isolation, various measures and restrictions, uncertainty, fear for loved ones, but also the "other" stressors, which were only minimally or indirectly related to the current pandemic situation (e. g. domestic stress). To a lesser extent (with a prevalence below 10%), the elderly perceived as stressful various media information (information about infection numbers and the COVID 19 disease, ambiguity, or confusion over this information, and the behavior of politicians), concern for themselves, the irresponsible behavior of others, and going shopping. For almost 10% of the elderly, nothing was stressful. The most common coping strategies (with a prevalence of approximately 50% to 15%) were various forms of work (most often in the garden and/or in household), hobbies, social contact, and distracting activities (most often, watching television, less often, listening to music or playing various games) or physical exercise (most often, walking outside, less often, doing exercises). To a lesser extent reported (with a prevalence below 15%) were compliance with the measures, focusing on (caring for) others (either as direct care for loved ones or pets, and/or sewing face masks for others), focusing on themselves (either as learning something new and/or taking care of physical health or relaxing), then also searching for information (to a lesser extent, avoiding it), their faith, and, to a minimum extent, the regime of the day, optimism or "other" strategies were presented. Only less than 2% of elderly did not state any strategy. Women more often reported social isolation as stressful, men reported a lack of clarity and confusion in media information about the disease, and the behavior of politicians. Women reported quantitatively more coping strategies that helped them cope with the current coronavirus situation, and more often reported 9 strategies compared to men (hobbies; housework; social contact; distraction by watching TV or/and listening to music or playing games; exercise; learning something new, sewing face masks for others and their faith). Men reported more often only compliance with the measures. Age was less relevant to potential differences. For the older elderly, only the behavior of politicians as a source of stress, watching TV, and searching for information about the disease were more often reported as coping strategies when compared to the younger elderly. Although the overall levels of perceived stress and anxiety were rather low in the elderly, by comparing the relevance of the different categories of stressors and coping strategies to them, it was found that 2 stressors (uncertainty and self-esteem) were related to higher perceived stress and anxiety. A further 3 coping strategies (care for physical health and relaxing, care for pets and sewing face masks for others) were related to less perceived stress and 5 coping strategies (the same as in the previous case together with hobbies and walks) were related to less anxiety. One’s faith as a coping strategy related to higher anxiety. The findings point to the need to perceive the stress experience of each elderly person as unique. Research findings can be useful for the elderly themselves, but also for those who work with elderly and/or implement interventions.

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Grežo, Matúš, et al.: Kríza dôvery, teória a výskum

Grežo, Matúš, et al.: Kríza dôvery, teória a výskum

Author(s): Tatiana Pethö / Language(s): English Issue: 1/2021

The review of: Grežo, Matúš, et al. Kríza dôvery, teória a výskum. [Crisis of trust, theory and research] Bratislava: Iris, 2020, 206 pp. ISBN 978-80-8200-069-9

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Procrastination among more/less conscientious students. The role of self-control and academic motivation

Procrastination among more/less conscientious students. The role of self-control and academic motivation

Author(s): Marianna Berinšterová,Monika Magdová,Katarína Fuchsová,Jana Kapová / Language(s): English Issue: 2/2021

Theoretical background: Procrastination is a phenomenon that causes negative consequences in terms of fulfillment of study obligations, study and work results. Educational psychology can examine its predictors and consequences in order to prevent this dysfunctional behavioral strategy - and such research has been found to be important especially among future teachers. Studies show that self-control as well as motivation could be the two pathways underlying the impact of conscientiousness on procrastination (Gao, Zhang, Xu, Zhou & Feng, 2021), or are considered important predictors of procrastination (Magdová, Fuchsová & Berinšterová, 2021). It has also been found that the variables of self-concept are involved differently in the level of procrastination of more/less conscientious university students (Berinšterová, Bozogáňová, Magdová, Kapová & Fuchsová, 2021). Research aim: Based on these results, the aim of the contribution was to verify the linear model of procrastination for two groups of university students – more conscientious and less consientious. Independent variables in the model were self-control, variables of academic motivation: external motivation, introjected motivation, identified motivation and internal motivation (knowledge, accomplishment, stimulation). Controlled variables were gender, perceived stress, and housing during semester. Methods: The sample consisted of 333 university students. 69.1% were women (n = 228) and 30.9% men (n = 105) aged 17 to 27 years (M = 20.51; SD = 1.61). The following research methods were used: the Ten-item personality inventory (Gosling, Rentfrow, Swann, 2003), Academic Motivation Scale for Students (Stover, De La Iglesia, Boubeta, & Liporace, 2012; Utvær, & Haugan, 2016); Self-Control Scale - shortened version (Finkenauer, Engels, & Baumeister, 2005); Lay Procrastination Scale for Student Populations (Gabrhelík, 2008; Gabrhelík, Vacek, Miovský, 2006) and PSS-4 (Cohen, Kamarck, Mermelstein, 1983) for measuring a global level of perceived stress. The sample was divided into more conscientious and less conscientious students by the visual binning method. Descriptive analysis, correlational analysis, T-test and linear regression was conducted in SPSS 20. Results: Among less conscientious students, higher level of procrastination (t=6.481; df=296.305; p<0.001; Cohen's d=0.735), amotivation for university study (t=4.274; df=182; p<0.001; Cohen's d=0.634), and stress (t=5.538; df=322; p<0.001; Cohen's d=0.615) was found. Among more conscientious students, the higher level of self-control (t=-8.455; df=311; p<0.001; Cohen's d=0.956), internal motivation (knowledge) (t=-2.003; df=183; p<0.050; Cohen's d=0.296), stimulation (t=-2.470; df=177; p<0.050; Cohen's d=0.373) and identified regulation (t=-2.300; df=178; p<0.050; Cohen's d=0.344) was found. Among more conscienious students significant negative correlation of procrastination and self-control (r=-0.468 p<0.001), accomplishment (r=-0.254; p<0.05), stimulation (r=-0.362; p<0.001) and positive association of procrastination and stress (r=0.246; p<0.05) was found. Among the less conscientious students, significant negative associations of procrastination and self-control (r=-0.328; p< 0.001), and positive association between procrastination and stress (r=0.170; p<0.05) were found. Both linear models were significant. Among more conscientious students, self-control (ß=-0.281; p<0.05), stimulation (ß= - 0.395; p<0.05) and introjected regulation (ß=0.281; p<0.05) significantly contributed to the model. Being a male was also associated to a higher level of procrastination. Among less conscientious students only self-control (ß=- 0, 468; p<0.001) signitificantly contributed to the model. Discussion: The results point to the importance of self-concept in relation to procrastination. Also, the connection between self-control and procrastination needs to be explored with regard to the motivational aspects of personality. Research has also pointed to a close relationship between self-control and conscientiousness. Promoting positive self-concept and academic motivation can be one of the strategies to prevent procrastination. Among the limits of the study, the lower reliability of the scale of conscientiousness, and gender imbalance in the sample can be mentioned.

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ON CONSPIRACY THINKING IN THE PHENOMENOLOGY OF MODERN CULTURE

Author(s): Inna Igorivna Kovalenko,Yuliia Vasylivna Meliakova,Eduard Anatoliyovych Kalnytskyi,Ksenia Nesterenko / Language(s): English Issue: 3/2021

The article analyzes the specifics of modern conspiracy thinking as a recognized object of humanitarian research. The authors traced the dynamics of the multi-aspect study of conspiracy theories against the background of the strengthening of conspiracy narrative in unstable ontologies. It is emphasized that periods of crisis actualize the conspiracy discourse with its paradoxical combination of rationalistic and affective-irrational thinking patterns. The factors contributing to the construction of a conspiracy narrative are considered. The social and personal-mental dimensions of conspiracy thinking are shown and substantiated. The characterology of conspiracy thinking is compared with the radical-constructivist and communicative-narrative logic of explaining the world. The difference between a conspiracy narrative and a political imaginary, as well as its connection with various forms of agency is shown.

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FROM WILLPOWER TO THE WILL TO POWER

FROM WILLPOWER TO THE WILL TO POWER

Author(s): Gabriela Pohoață,MIHAELA MOCANU / Language(s): English Issue: 3/2022

The idea underlying the current article as well as our research work refers to will as a source of freedom and, implicitly, of the evil that dominates the current world. Moreover, the weakness of the will could generate the decline of morality and the decline of being that the world is facing today. Starting from philosophical texts and reference psychological research, we propose to delimit the philosophical approach to will from the psychological one, concluding that only the will as a psychic process can be educated, the qualities of will becoming character traits and, implicitly, personality traits, along the ontogenetic evolution of man.

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Social Work Professionals Empowering Delinquent Youth's Resilience within the Criminal Justice System
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Social Work Professionals Empowering Delinquent Youth's Resilience within the Criminal Justice System

Author(s): Diana Biriș,Claudia Feher / Language(s): English Issue: 1/2024

The resilience of delinquent youth within the juvenile justice system is an area of growing interest and importance, especially for social workers involved in the field of custodial and non-custodial criminal sanctions. This research seeks to provide scientific explanations of the facts and psycho-social processes in the lives of delinquent minors, during the execution of a custodial or non-custodial educational measure, as a resource for developing practical intervention strategies by the social work professionals. The aim of the research is to explore the resilience of delinquent minors executing an educational measure while highlighting factors likely to inhibit or favor their resilience. The sample comprises 60 juvenile delinquents (30 under custodial measures and 30 under non-custodial educational measure). The research methods employed include focus group interviews, analysis of personal files, and brief individual interviews. Our research highlights the role of individual, family and contextual factors in shaping the resilience of delinquent youth. Understanding the interaction between these factors is crucial for professionals to design effective interventions that enhance resilience and reduce juvenile delinquency. The present research enhances social work practice by deepening comprehension of adaptive capacities and potential for positive change among delinquent youth. The discoveries hold significant implications for both policy and practice within the juvenile justice system, highlighting the importance of cultivating resilience and facilitating successful rehabilitation. Ultimately, this research endeavors to facilitate the creation of evidence-based interventions by social workers, empowering delinquent youth to overcome adversity and build better futures.

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Perfectionism and psychological wellbeing: considerations on gender and psychotherapy attendance differences on the levels of perfectionism and psychological wellbeing in Albania

Perfectionism and psychological wellbeing: considerations on gender and psychotherapy attendance differences on the levels of perfectionism and psychological wellbeing in Albania

Author(s): Bora Skreli,Blerta Bodinaku / Language(s): English Issue: 2/2022

The purpose of this study was to explore the relationship between perfectionism and psychological wellbeing. For this reason, 548 people completed the questionaire through social media and pen and paper. The simple and multiple regression model, the Pearson correlation, and the independent samples test were used to test the hypotheses. Correlational analysis showed a strong negative relationship between global perfectionism and psychological wellbeing. Linear regression showed a fair predictive capacity of perfectionism on the levels of psychological wellbeing with concern over mistakes and doubts about actions with greater predictive force, constituting thus a better model for explaining psychological wellbeing. The multiple linear regression model showed that age also played a role in psychological wellbeing. People who were older have higher levels of subjective wellbeing. Independent t-test analysis showed that there were no significant differences in gender regarding perfectionism and psychological wellbeing, whereas people who went to therapy or counselling showed significantly higher levels of perfectionism. The study findings are coherent with theoretical and empirical data that higher levels of perfectionism are associated with lower levels of emotional wellbeing.

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Emotional Benefits and Differences for Pet Owners and its Potential in Social Work
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Emotional Benefits and Differences for Pet Owners and its Potential in Social Work

Author(s): Iuliana Costea,Maria Dragalina / Language(s): English Issue: 1/2024

The targeted objective is to identify whether there are any differences between the ownership of a pet (dog owners versus cat owners), regarding loneliness, pet attachment and perceiving positive or negative affect. The current study included a sample of 88 pet owners. Their ages ranged from 18 to 63 years. The participants came from various regions of the country, with 51.1% coming from rural areas and 48.9% from urban areas. Regarding the type of pet, 55.7% stated they owned a dog, 38.6% owned a cat, and 5.7% reported owning other animals. Participants responded to a questionnaire consisting of items measuring attachment to pets, perceived loneliness, and affects. Results: A statistically significant negative correlation was established between positive affect and anxiety, indicating that anxiety decreases as the individual experiences emotional well-being. No other differences or connections were found between our variables. These aspects can be integrated into the planning and delivery of social services to enhance the quality of life and well-being of clients. Confirmed also by other studies, pet ownership helps by Pets, such as dogs and cats, provide companionship and can alleviate feelings of loneliness. The bond between a pet and its owner can be a source of emotional support. This can be particularly comforting during times of stress or emotional distress and can be a helpful asset from the social work perspective.

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Benefits of Psychosocial Services for Cancer Patients

Author(s): Rodica Gabriela Enache,Mariana Uță,Marinela Grigore / Language(s): English Issue: 2/2024

Contemporary society is aware that there are different types of diseases that people try to live with. Acceptance of the disease, managing emotions at the time of diagnosis, reducing worries are goals of psychotherapeutic program for cancer patients. The overall objective of this research is to identify and measure factors that contribute to activating resilience in cancer patients and their families and to evaluate the effectiveness of psycho-socio-medical services. The group of participants will consist of approximately 10 patients diagnosed with cancer, enrolled in social programs for the chronically ill, some of them being residents of Năvodari, Constanța, Romania. We will apply to these patients instruments to assess their emotional state, satisfaction and quality of life participating in socio-psycho-oncological support groups. The following questionnaires were applied in the three stages of the research: initial evaluation, evaluation after 6 months and evaluation after 12 months:Questionnaire on Distress in Cancer Patients-short form (QSC-R10); The Depression, Anxiety and Stress Scale – 21 Items (DASS-21); The Beck Depression Inventory (BDI-II). The comparison of the results obtained by applying the assessment instruments during the first year of operation of the psycho-oncological support group reveals a significant difference between the scores obtained at the first assessment and the scores obtained at the end of the year, which validates our belief that the group meetings, the psycho-oncological intervention methods applied and the psycho-social and socio-medical information decreased the patients' distress, increased their ability to adapt to the new life context, and increased their quality of life. Integrated approach to the needs of the person, in relation to his/her socio-economic situation, health status, level of education and social living environment, through Social Services are proactive. Based on the needs of each person, social services can have a broad reach, including people diagnosed with cancer, their family members and people who have overcome the disease.

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Elderly People from Residential Centers. A Theoretical Approach on Ageing Implications and the Social need of Vulnerable Elderly

Author(s): Diana Narcisa Dănău / Language(s): English Issue: 2/2024

Aging is a natural phenomenon that occurs in everyone's life. It has different implications in people's lives, taking into account the way of whole life care. Through this article I want to highlight three primary problems in the lives of the elderly that require quality services from the authorities. These are loneliness, the need for socialization and poor health. The feeling of loneliness is experienced by both the young and the elderly, representing a phenomenon that affects the quality of a person's life. In old age, people are used to living in their own house with their partner, and when one of them disappears, the feeling of uselessness appears, and at the same time, emotionally, the feelings are felt more strongly, gradually becoming dependent on another person. Socialization is also an important element in people's lives, in old age it is the connection that allows the individual to remain connected when various changes occur, for example retirement. The state of health plays a very important role in the life of individuals reaching old age, as various medical conditions begin to appear that require the unconditional support of family members.

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Оценка социальных и личностных проявлений подростков, увлеченных молодежной субкультурой

Оценка социальных и личностных проявлений подростков, увлеченных молодежной субкультурой

Author(s): Valentina I. Spirina,Yulia A. Belous,Maria L. Spirina,Olga Belous / Language(s): Russian Issue: 4/2024

Introduction. The problem of the study is related to the idea of peculiarities of socialization as the formation of adolescents’ personality. The solution to this problem is necessary to prevent the negative impact of the subculture on the personality of the adolescent in the learning environment. According to the age specificity, an adolescent pays special attention to the reaction of their peers. Having identified themselves as members of social groups, adolescents put this identification into the scheme of self-awareness and begin to ‘bring’ themselves into ‘conformity with the group’. Deep and long involvement in the informal movement determines the interiorization of the group’s value system and changes in the adolescent’s worldview. In this regard, the purpose of this study is to identify social and personal manifestations of adolescents who are interested in youth subculture. Materials and Methods. The study follows personality-oriented and cognitive approaches. In order to achieve the goal of the study, the authors used theoretical (analysis, generalization, systematization) and empirical (testing, conversations, questionnaires, expert assessments) methods. The sample included 85 Year 10 students of secondary educational institutions in the Krasnodar Territory (Russia). Results. The article presents a theoretical analysis of approaches to the problem of studying social and personal characteristics of adolescents included in youth subcultures. The data obtained indicate personality traits and social status that determine the enthusiasm for certain subcultures. In particular, adolescents interested in youth subcultures demonstrated the following problems: dissatisfaction with social status, communication problems, adequacy/inadequacy of self-esteem, search for thrills, influence of friends, and insufficient knowledge about the content and features of the influence of youth subculture. Conclusions. Based on the theoretical analysis of scholarly literature on the problem of the research, it was found that the adolescent’s inclusion in an informal association is determined by social and personal characteristics. Adolescents who are interested in youth subcultures demonstrated the following common characteristics: the need for a higher status in the students’ group, peer approval, unstable self-esteem, etc. Understanding the characteristics of adolescents contributes to fostering an adequate personality formation and determines the content of the prevention measures aimed at eliminating negative influences of informal associations.

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Психолого-педагогическое сопровождение построения жизненных стратегий студентами: анализ лучших практик реализации молодежной политики в современных условиях

Психолого-педагогическое сопровождение построения жизненных стратегий студентами: анализ лучших практик реализации молодежной политики в современных условиях

Author(s): Mariya Aleksandrovna Raikina,Anna V. Vorontsova / Language(s): Russian Issue: 6/2024

Introduction. The article is devoted to the analysis of the current state of psychological and educational support for building students’ life strategies within the system of moral education in universities of the Russian Federation. The purpose of the study is to identify the specifics of psychological and educational support for the process of building life strategies by students based on the analysis of the best practices in the implementation of youth policy in modern conditions. Materials and Methods. The theoretical and methodological bases of the study ware the ideas and concepts of learner-centered approach. The authors used the methods of expert assessment and content analysis. An array of empirical data was obtained as a result of the analysis of applications submitted by higher educational institutions for the Review-competition of the best practices in the implementation of youth policy and the organization of educational activities at the university. The data array consisted of 1215 applications. Results. The authors conclude that there is a contradiction between the relevance of the task of building a life strategy for student age and a pronounced lack of activities in psychological and educational support of this process. The authors emphasized the internal orientation and isolation of moral educational activities at universities, which hinders the spread of practices of supporting the construction of students' life prospects outside the university. Among the existing formats of psychological and educational support, the centers of psychological counseling, adaptation and training programs, monitoring and diagnostic programs, clubs and communities of pre-psychological assistance and mutual assistance prevail. However, educational activities and youth policy at universities have a pronounced indirect or mediated influence on the construction of students’ life strategy. The most significant potential of this activity in relation to long-term planning is an increase in the level of awareness and social orientation of the individual, his or her ability to self-knowledge and consciously build a life prospect. Conclusions. The authors identify specific characteristics of psychological and educational support for the construction of life prospects by students at the university: a pronounced lack of attention to the task of building a long-term life prospect; the dominance of practices of supporting orientation and planning in the near future; institutionalization of support for building a life strategy in psychologically-oriented formats; significant indirect influence of the university on the process of building a life perspective; deficiencies of formats that affect significant components of building a life perspective (family and career planning); deficiencies of formats that form social immunity to negative environmental influences, thereby removing barriers to building a life perspective.

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Zdravstvena ponašanja na radnom mjestu: apsentizam, prezentizam i profesionalno izgaranje

Zdravstvena ponašanja na radnom mjestu: apsentizam, prezentizam i profesionalno izgaranje

Author(s): Katarina Jelić,Jelena Maričić / Language(s): Croatian Issue: 7/2023

This paper provides an overview of the theories and models that explain the interdependence of individual and environmental factors in predicting burnout and negative organisational behaviour. Contemporary researchers predominantly emphasise the role of factors at the organisational level, group processes within the work collective and the broader social context (in sociological terms, mentality). We emphasise personal (socio-demographic, dispositional and socio-cognitive) factors, primarily focusing on the ones we are able to control. The introductory part describes the burnout syndrome and the two dominant forms of negative organisational behaviours - absenteeism and presenteeism. After that, an overview of the most commonly used models for interpreting health risk behaviour is provided. The third part focuses on an overview of risk and protective factors that have been consistently confirmed to be able to successfully predict the variance of the phenomena above, as well as a summary of research conclusions on risky health behaviours in the context of professional burnout and negative organisational behaviour. The final considerations bring suggestions of possible interventions and prevention strategies aimed at protecting mental health and well-being.

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