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Never Forgive, Never Forget: The effect of the valence of autobiographical memories on the vengeance tendency of individuals with vulnerable narcissistic traits: A pilot study
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Never Forgive, Never Forget: The effect of the valence of autobiographical memories on the vengeance tendency of individuals with vulnerable narcissistic traits: A pilot study

Author(s): Teona-Maria Coșa,George Visu / Language(s): English Issue: 1/2023

Vulnerable narcissism has been associated with the tendency to seek revenge after the individuals perceive certain responses from others, either verbal or behavioral, as attacks to their self-esteem. However, less is known about the multiple possible sources of prolonged and/or repeated vengeance-seeking behaviors, most scientific articles focusing on the direct, in vivo potentially ego-threatening communication with the narcissistic individual. The current study aimed to explore the degree to which the nature of autobiographical interpersonal memories influences the intensity of the revenge tendency in a sample of 67 subjects with a higher level of vulnerable narcissistic traits, who were randomized in three conditions. The main hypothesis was that negative memories (represented by social situations in which the individual has been discredited) would lead to a greater endorsement of vengeance- related assumptions, while positive memories (represented by moments when praise was received) to a lower vengeance tendency (as measured with the same specific instrument in both cases). Statistically significant differences were observed between the positive event recall condition and the negative event recall one, participants in the latter group scoring significantly higher on the instrument measuring the vengeance tendency. Lower scores on the Vengeance Scale were observed, as predicted, in the positive event recall group. These results have the potential of adding to the existing literature a new perspective on this cognitive facet of vulnerable narcissistic individuals, helping to adjust the expectations about themselves even more. Such results may also help shift the focus on what can be done for defending the victims of possibly inevitable vengeful behaviors manifested by narcissists.

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Majör Depresyon Bozukluğunun Bilişsel Davranışçı Terapi Yaklaşımı ile Tedavisi: Olgu Sunumu

Majör Depresyon Bozukluğunun Bilişsel Davranışçı Terapi Yaklaşımı ile Tedavisi: Olgu Sunumu

Author(s): Aksanur Bayırkan / Language(s): Turkish Issue: 28/2023

Cognitive behavioral therapy (CBT) is a type of structured, goal-directed psychotherapy. CBT is a form of psychological treatment that has proven to be effective for diseases such as depression, anxiety disorders, alcohol and drug use disorders, and eating disorders. Many studies show that CBT improves an individual's functionality and quality of life. In this respect, CBT differs from many types of therapy. Many studies have shown that CBT is very effective in the treatment of depression. In this case, the CBT process of E.K., who is 35 years old and has symptoms of major depression disorder, is described. After the last violent argument she had with her husband, she settled in the Women's Shelter. When the client applied for psychological support, psychoeducation and CBT techniques was done in fisrt place.

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POTENCJAŁ EDUKACYJNY KOMIKSU W CZASIE WOJNY

POTENCJAŁ EDUKACYJNY KOMIKSU W CZASIE WOJNY

Author(s): Marija Lavrenova,Anna Kocot / Language(s): English,Polish Issue: 1/2022

The article emphasises that a modern school is supposed to ensure the formation and comprehensive development of an individual’s personality.The educational potential of comics under martial law conditions in Ukraine is identified. Material and methods: The article was written after reviewing current materials on the use of comics as a tool for working with children during wartime. Results: The comics created by the team of the Ministry of Education and Culture of Ukraine can be used in lessons of literary reading, Ukrainian language, and will be a great conversation starter or educational lesson on moral education. Conclusions: At every educational level there will be a place for the use of comics, but in order for it to be complete and contribute much to the pupils’ skills, the content must be well-chosen. Of course, the final decision rests with the teacher, whose job it is to assess whether the comic is age-appropriate for the pupils.

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Podstawa programowa do języka polskiego z perspektywy rozwoju psychologicznego

Podstawa programowa do języka polskiego z perspektywy rozwoju psychologicznego

Author(s): Piotr Rycielski / Language(s): Polish Issue: 15/2022

The paper is a basic review of new curriculum proposed for teaching polish language and literature in public elementary and secondary schools in Poland (K-12). The review of proposed curriculum is prepared according to basic concepts of developmental psychology (Piaget, Erikson, Kohlberg) and with respect to Skills for 2030 OECD project.

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Diagnoza dymensjonalna zespołu Aspergera

Diagnoza dymensjonalna zespołu Aspergera

Author(s): Marta Korendo / Language(s): Polish Issue: 2/2022

Asperger syndrome has been included in the common category of autistic disorders in current medical classifications. In spite of that, there are still some researches allowing us to see the differences in the structure and functioning of the brains of people with autism and Asperger syndrome. Differentiation at the level of diagnosis is important because of the different educational and therapeutic needs of children with autism and AS. This paper presents the concept of dimensional case assessment of children with Asperger syndrome. The dimensional approach allows for viewing the disorder multidimensionally, taking into account the severity of the phenomenon and in connection with other factors, not only other disorders, which significantly reduces the omission of non-prototypical cases in diagnoses and accelerates the use of therapeutic measures. It is necessary because of the low effectiveness of the diagnostic categorical approach

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Rozwój języka dzieci z FASD warunkowany poziomem funkcji poznawczych

Rozwój języka dzieci z FASD warunkowany poziomem funkcji poznawczych

Author(s): Zdzisława Orłowska-Popek,Halina Pawłowska-Jaroń / Language(s): Polish Issue: 2/2022

The article presents relations between language development and cognitive functions in children with FASD. The authors characterise particular cognitive functions connected with perception, processing and storage of information as well as control and self-regulation of behaviour. They write about linguistic knowledge as closely coexisting with other cognitive functions. The authors also emphasise two things. First, the fact that the quality of cognitive, social and emotional functioning of a child depends equally on the harmonious development of perception, motor, language, mental and social skills, and second: the knowledge of the specificity of cognitive development, which is reflected in the language development, can be helpful in making a diagnosis and preparing a therapeutic program for children with FASD.

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Strategies for Supporting the Development of Manual Skills in Preschool and Early School Age Children

Strategies for Supporting the Development of Manual Skills in Preschool and Early School Age Children

Author(s): Magdalena Wójcik / Language(s): English Issue: 63/2021

The development of fine motor skills in preschool and early school age children is a difficult and long process, and its disturbance may not only lead to serious problems with the process of drawing or writing, but also disrupt the purely academical learning. That is why it is so important to take into account the overall effects of improving manual skills, the specificity of the child’s perceptual and motor functioning at a given stage of development and to respect the key elements of the diagnostic and improvement strategy.

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Measurement equivalence of two methods of online administration of the vocational gender stereotype attitudes scale (VGSA) - the supervised in-class and the unsupervised at-home scale administration method

Measurement equivalence of two methods of online administration of the vocational gender stereotype attitudes scale (VGSA) - the supervised in-class and the unsupervised at-home scale administration method

Author(s): Mirta Blažev / Language(s): English,Serbian Issue: 3/2023

During the 2020-2022 COVID-19 global pandemic many researchers had to adopt or switch to online testing, which emphasized the need for ensuring measurement equivalence across different administration methods. The aim of this study was to determine whether gender stereotype measure (VGSA scale; Vocational Gender Stereotype Attitudes Scale) is equivalent in two different computer-based administration modes: supervised in-class and unsupervised at-home web survey. In-class web survey participants were 219 primary (11 to 16 years old; M = 12.97; SD = 1.16) and 195 secondary (15 to 19 years old; M = 16.78; SD = 0.96) school students that were surveyed in the group setting during a regular school day in their computer classrooms while the researcher was present in the room. At-home web survey participants were 144 primary (10 to 15 years old; M = 11.60; SD = 1.43) and 212 secondary (14 to 19 years old; M = 16.78; SD = 1.22) school students that were surveyed individually through the web link in their homes that was administered to them via the school administration. Results confirmed VGSA scale’s high internal reliability (ɑin-class = .89; ɑat-home = .92), expected bi-factor structure (χ2in-class (12) = 22.56, p = .032; χ2at-home(12) = 17.24, p = .141), and scalar measurement invariance across administration methods (Δχ2(21) = 49.05, p <.001; ΔCFI = –.003; ΔTLI = –.001; ΔRMSEA = .009; ΔSRMR = .013).

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Психофизиологические механизмы коррекции поведения человека для обеспечения его биосоциальной безопасности

Психофизиологические механизмы коррекции поведения человека для обеспечения его биосоциальной безопасности

Author(s): Tatiana V. Popova,Irina A. Voloshina,Olga G. Kourova / Language(s): Russian Issue: 6/2022

Introduction. The article examines biosocial correction of the psycho-emotional status and behavior of individuals with high levels of neuropsychological stress. The purpose of the article is to reveal the psychophysiological criteria of human functional states, to summarize the data from scholarly literature and experimental research, and to propose and substantiate the psychophysiological correction method to ensure biosocial safety. Materials and Methods. The theoretical and methodological basis of the study was the psychophysiological approach and its basic principles. Psychophysiological examinations included electroencephalography, computer testing of psychomotor reactions of varying complexity (D. A. Morocco), self-assessment of activity, well-being and mood indicators (Doskin’s inventory), Spielberger’s State-Trait Anxiety Inventory, as well as indicators of heart rate structure variability (R. M. Bayevsky). The research sample consisted of undergraduates and postgraduates aged between 18 and 28 years (n = 37, 24 ± 3 years). The participants were distributed into two groups. The first group comprised individuals regularly engaged in psychophysical self–regulation; the second group consisted of people who were not engaged in psychophysical self–regulation . Statistical processing of the obtained results was conducted using a computer package of application programs Statistica 10.0 and SPSS. Results. The article provides a theoretical overview and experimental data on the problem of biosocial causes of inadequate reactions of individuals with a high level of neuropsychological stress. The possibilities of biosocial correction of psycho-emotional status and human behavior are shown. The study has revealed the improvements in functional state of optimal adaptation after regular classes on the theory and practice of self-regulation techniques, including relaxation. The authors summarized current indicators of psychophysiological status and demonstrated the effectiveness of remedial training in restoring the optimal neuropsychological status required for an individual's biosocial safety. Conclusions. The article concludes that in order to ensure the biosocial security of an individual, it is necessary to teach methods of psychophysical self-regulation in order to normalize the psychophysical state, reduce the level of neuropsychological stress, and, consequently, the risks of non-adaptive behavior, which is particularly important for young adults.

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The investigation of psychological-pedagogical conditions for the solution of socio-cultural socialization tasks of gifted adolescents

The investigation of psychological-pedagogical conditions for the solution of socio-cultural socialization tasks of gifted adolescents

Author(s): Olga Stanislavovna Shcherbinina,Irina Nikolaevna Grushetskaya,Zhanna Anatolevna Zakharova / Language(s): Russian Issue: 2/2023

Introduction. The article deals with the problem of successful socialization of gifted adolescents. The purpose of the article is to define and clarify a set of psychological-pedagogical conditions, leading to successful solving socio-cultural socialization tasks by gifted adolescents. Materials and Methods. The study follows the existential approach and its ideas as a methodological basis of the research. I order to obtain empirical data the authors applied M. Rokich’s “Value orientations” inventory and “The study of a child’s initiative in their curricular and extracurricular activities” questionnaire by V. S. Yurkevich. The sample consisted of participants from educational center “Sirius”, Sochi, (n=42) and the participants of state educational institution “The Academy of Talents”, Saint-Petersburg, (n=42). Results. The article presents a theoretical review and results of analyzing peculiarities and difficulties in solving socio-cultural tasks of socialization by gifted adolescents. The data obtained enabled the authors to identify psychological-pedagogical conditions for successful solution of this set of tasks. The research reveals the difference in the way the gifted children's parents and educators perceive adolescents’ terminal values and the way the adolescents see them, which justifies the necessity and importance of interventions, aimed at increasing educators and parents’ psychological-pedagogical competence in the field of giftedness, peculiarities of gifted children's development and recommendations how to cooperate with gifted adolescents. The research results demonstrated specific features in gifted adolescent’s self-acceptance and self-attitude: critical perception of personal results; responsible attitude to learning (even to the least favourite subjects); preference to problematic, extraordinary tasks; avoidance of the “organizer” role by most adolescents; keenness on reading and creativity. Conclusions. Relying on the data obtained and teaching experience, the authors formulated psychological-pedagogical conditions which provide increased effectiveness in solving socio-cultural tasks by gifted adolescents.

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Refleksyjne myślenie w zawodzie pedagoga na przykładzie badań nad kreatywnością

Refleksyjne myślenie w zawodzie pedagoga na przykładzie badań nad kreatywnością

Author(s): Anna Jasiulewicz / Language(s): Polish Issue: 1/2022

The aim of this paper is to present the essence of reflective thinking and reflection on one’s own practice as an educator. This is because it is the basis for understanding one’s own actions and making sense of pedagogical activity. The first part of the paper is a presentation of contemporary literature on self-improvement, critical thinking, and reflection. The second part presents research on children’s creativity as an exam¬ple of reflecting on one’s own practice.

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Role of Glia Cells in Autism Spectrum Disorders

Author(s): Melis Elif Elçi,Miraç Barış Usta,Koray Karabekiroğlu / Language(s): English Issue: 4/2023

Autism spectrum disorder (ASD) is a neurodevelopmental disorder with an increasing frequency, manifested by functional disorders in social communication and social interaction, limited interests, and repetitive behaviors. The etiology of autism spectrum disorder has not yet been fully elucidated and there are many areas that need further study. Increasing studies have shown that disruptions in synaptic functions are critical in the onset of ASD. Glial cells have a role in the regulation of synaptic functions. In ASD, changes are seen in the number of neurons and glia cells in the affected cerebral cortex, and these changes cause dysregulation in synaptic functions and affect behaviors. Studies provide information about the role of glia cells in the pathophysiology of ASD, but more data is needed on the relationship between ASD and glia cells. In this review, the importance of glial cells in the etiopathogenesis of ASD and studies will be discussed.

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Mitochondrial Dysfunction and mTOR in Autism Spectrum Disorders

Author(s): Ezgi Selamet,Miraç Barış Usta / Language(s): English Issue: 4/2023

Autism spectrum disorders (ASD) are neurodevelopmental diseases that manifest themselves at early ages as insufficient social and communicative skills, repetitive sensory-motor behaviors and restricted interests, and peculiar combinations of these traits. Autism prevalence in wealthy nations is currently rising. Due to increasing numbers of diagnosis, studies on the genetic background of autism have gained momentum recently. Especially the research on mitochondrial dysfunction and mammalian target of rapamycin (mTOR) is important in that it might provide a great contribution to the ASD field for new treatment resources. .

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Психологически детерминати на професионално-педагогическата компетентност в продължаващата квалификация на учители (образователни рефлексии за учене през целия живот)

Психологически детерминати на професионално-педагогическата компетентност в продължаващата квалификация на учители (образователни рефлексии за учене през целия живот)

Author(s): Sofia Dermendzhieva / Language(s): English,Bulgarian Issue: 1/2023

In recent years, vocational training has become a central part of educational policy and educational reflections in general. Its theoretical modelling, practical application, and measurement standards are also essential to teachers’ continuous professional development. Their specific significance is a new research area for education service providers that still remains underdeveloped. There is a need for analysis of the dependence of how the questions of professional affiliation, the meaning of professional life, professional change, and especially professional competence as a subject of continuing qualification are reflected in educational practices through the professional competence of trainers carrying out continuing qualification of teachers. Quality is built by the trainer, and through the trainer in the continuous professional development of pedagogical specialists. Following this finding, as a strategic priority in substantiating the competence profile of the trainer, the thesis of reflexivity is positioned as an internal dimension that holistically integrates all his/her competencies at all levels and designs of conducting educational programmes in the continuing qualification of teachers.

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Роля на видеоигрите върху умствената ротация и краткосрочната памет

Роля на видеоигрите върху умствената ротация и краткосрочната памет

Author(s): Daniela Tasevska / Language(s): English,Bulgarian Issue: 1/2023

Play has always been an important part of a person‘s cognitive development process. Today with the advancement of personal computers, many people are into video games. The study outlines findings on the topic of the effects of video games on cognitive task performance, specifically mental rotation and short-term memory. All 91 participants (64 men, 27 women) were randomly recruited via Internet connection. They all played video games regularly. Data were collected and calculated appropriately using demographics, cognitive need, and video game playing, mental rotation, and memory tasks scales. After performing multiple correlation tests, difference tests, and regression analysis, the results showed a significant correlation between video game exposure time per week and better performance on mental rotation and memory tasks.

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Funkcje wykonawcze u dzieci – dysonans między obserwacją dorosłego a umiejętnościami dziecka

Funkcje wykonawcze u dzieci – dysonans między obserwacją dorosłego a umiejętnościami dziecka

Author(s): Natalia Józefacka / Language(s): Polish Issue: 2/2022

Introduction: Executive functions have been the subject of intensive research in recent years. Both questionnaire tools and experimental tasks are used to measure them. A review of the literature on the subject indicates a significant but weak relationship between these two methods of measurement. It is worth emphasizing that, in the case of children, questionnaire measurement is very prone to errors caused by differences between indirect observation by parents or teachers. Aim: The aim of this article is to increase the current knowledge of the relationship between questionnaire measures and experimental tasks. In particular, this study aims to investigate differences between the observations of parents and teachers in the assessment of working memory and inhibition in children. The relationship between experimental and questionnaire tasks is studied, and a hypothesis regarding a stronger relationship between these two methods of measurement using latent variables is verified. Study group: The study was conducted on a group of 200 children, aged 5–6, attending preschool or the first grade of primary school. Result: In the analyzed group, the differences between the answers of teachers and parents were significant, but the effect size was low. The relationship between the individual subscales was also moderate. The relationship between questionnaire measurements and experimental tasks in the study group has been confirmed by other studies. The correlation coefficient between parents’ and teachers’ assessments is significant and low, ranging from 0.19 to 0.30. Conclusions: In conclusion, the obtained results confirm the observations of other researchers: task-based and questionnaire-based measures evaluate different constructs. Questionnaires capture more global expressions of executive functions in different life contexts (home, school) over longer periods of time, while experimental tasks assess basic cognitive abilities in a more predictable and structured environment.

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VIEWS OF PEDITRICIANS ON SPEECH AND LANGUAGE DEVELOPMENT

VIEWS OF PEDITRICIANS ON SPEECH AND LANGUAGE DEVELOPMENT

Author(s): Samra Jusufbašić / Language(s): English Issue: 1/2023

Pediatricians that, in addition to treating children’s diseases, deal with early growth and development, have a special responsibility in the early detection and diagnosis of speech and language difficulties. Aim of this research was to examine pediatricians’ and pediatric specialists’ familiarity with speech-language development, developmental-behavioral pediatrics, opinions on acquired knowledge at the specialist study on early growth and development and to examine the importance of multidisciplinary approach and cooperation between pediatricians and speech therapists, educators and rehabilitators and psychologists.The sample was comprised of 14 specialists pediatricians and 1 pediatrics resident, who were employed in primary and secondary health care and private practice, from different cities of the Federation of B&H and Republika Srpska. Results of this research have shown that surveyed pediatricians are working with children with difficulties in speech-language development on a daily basis. Respondents have mostly correctly answered all questions related to speech-language development which indicates that they have solid knowledge in this area. Results have shown that most of the respondents is not satisfied with the knowledge obtained from specialist study on early growth and development and that they are not completely familiar with developmental-behavioral pediatrics, but all of the pediatricians have agreed that this field of sub-specialty should be included as a part of our higher education program. When it comes to a multidisciplinary approach and cooperation with speech therapists, educators-rehabilitators and psychologists, respondents support and practice a multidisciplinary approach in the detection and diagnosis of speech and language difficulties.

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DOŽIVLJAJ ANKSIOZNOSTI KOD UČENIKA ZAVRŠNIH RAZREDA OSNOVNE ŠKOLE

DOŽIVLJAJ ANKSIOZNOSTI KOD UČENIKA ZAVRŠNIH RAZREDA OSNOVNE ŠKOLE

Author(s): Adela Čokić,Meliha Bijedić,Emina Suljkanović-Djedović / Language(s): Bosnian,Croatian Issue: 8/2023

Anxiety is inevitable in everyday life and is an automatic human response to experiencing danger. Also, problems and symptoms related to anxiety are an integral part of maturation and represent adaptive responses that protect against dangerous situations and have a motivational effect. Anxiety becomes a problem for a person when it stops being motivating and protective. The aim of the paper is to examine the presence of axiosity in students of the upper grades of elementary school. The work was based on the assumption that anxiety is present in final grade students in different areas. The sample of respondents consisted of 120 final grade elementary school students in Tuzla Canton. The research was conducted in February 2023. The measuring instrument used in the research is the Children's Anxiety Scale by author Purić (1992; according to Zaić, 2005) and is intended for examining the anxiety of school-aged children. Data were processed using descriptive statistics methods. The results of the research indicate the presence of anxiety in three areas: exam, social and general anxiety in different intensity. The highest intensity was recorded in the area of test anxiety.

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Hipermediatyzacja rzeczywistości - wzrastanie dziecka i nabywanie kompetencji medialnych w obliczu wyzwań współczesności

Hipermediatyzacja rzeczywistości - wzrastanie dziecka i nabywanie kompetencji medialnych w obliczu wyzwań współczesności

Author(s): Katarzyna Lichtańska / Language(s): Polish Issue: 1/2022

The new media pose significant challenges for parents, teachers and educators. One of them is the unlimited space for the use of digital technologies. Its speed, interactivity and reach make it, next to family and peer group, the child’s environment of growth and development. The real and virtual worlds penetrate each other and the boundaries between them seem to be blurring. We become the participants of hyper reality – the world mediated by digital tools. The author presents the positive and negative aspects of hypermediatyzation, paying special attention to the youngest recipients, for whom the media become the source of their first developmental experiences.

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OBSERVATION WORKSHEET FOR THE DEVELOPMENT OF SELF-REGULATION OF 2- TO 3-YEAR-OLD CHILDREN (AOS)

OBSERVATION WORKSHEET FOR THE DEVELOPMENT OF SELF-REGULATION OF 2- TO 3-YEAR-OLD CHILDREN (AOS)

Author(s): Alicja Potorska / Language(s): Polish Issue: 65/2022

This article presents the results of verifying the psychometric validity of a tool developed to investigate the developmental changes taking place in children attending nurseries, aged 2 to 3 years. The tool was used in research on the conditions created in nurseries for children of toddler age. It discusses the theoretical underpinnings of the concept of diagnosing early education environments and the assumptions designating the structure of the questionnaire measuring the effects of development of young children in the scope of self-regulation. The studies served to empirically validate the concept of the diagnosis of early care and education milieus and verify the validity of the psychometric tools to diagnose the effects of development of children aged 2 to 3 years. The study made use of the pedagogical monograph method and the observation technique. In order to carry out a longitudinal study with two measurements in the period from December 2017 to July 2018, 5 tools were developed, including the scale described in this article. A total of 131 children of toddler age attending 10 groups in 4 institutions and 20 caregivers working with them on a regular basis were included in the study. Subsequently, the results of the verification of the psychometric validity of the tool were presented: Cronbach’s alpha reliability coefficient, average correlations between items in both measures, and Pearson’s correlation coefficient (r) indicating the agreement between two judges. The psychometric validity of a scale is confirmed by data concerning high reliability and accuracy. Factor analysis was used to modify the sub-scale measuring the self-regulation capacity developed on the stage of tool development. The psychometric values obtained for the tool suggest that it can be aptly applied to forecast and monitor the development of the self-regulation of young children and, consequently, that it may contribute to creating more conducive conditions for them and assist the development of this ability.

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