06 Príspevky v zborníkoch

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Slovak adolescents' self-concept as a predictor of their school engagement
(inScience Press : Lisabon, 2024) Žitniaková Gurgová, Beata; Ďuricová, Lenka
A student's school engagement is a significant factor in his/her school success (Appleton et al., 2006; Simons-Morton & Chen, 2009; Wang, 2009). Student self-concept is also associated with school performance according to previous research (e.g., Marsh & Martin, 2011). The present study builds on the results of the investigation of the correlations between the overall self-concept of Slovak adolescents and their school engagement. However, its aim is to confirm the individual dimensions of adolescents' self-concept in the Piers-Harris sense in the role of predictors of their overall school engagement. Thus, the ambition of the research study is to contribute to the explanation of the construct of school engagement. The research sample consists of 1013 adolescents (AMage = 17.00, SDage = 1.27) from different regions of the Slovak Republic. ASCSS/Adolescents' Self-Concept Short Scale (Veiga & Leite, 2016) and SES-4DS/Student Engagement in Schools - Four-dimensional Scale (Veiga, 2016) were used as research instruments. Multiple regression analysis deepened the results of the correlational analysis and a statistically significant regression model explained approximately 45% of the adolescent school engagement variable. In the role of significant predictors in relation to school engagement, the model confirms three of the six dimensions of adolescents' self-concept in the Piers-Harris sense: behaviour, popularity, and intellectual status. The discussion focuses on finding parallels with the dimensions of the construct of school engagement (behavioural, affective and cognitive). The results of the research study (despite its limits: self-reports, data collection) can be used in setting up intervention programs oriented towards strengthening students' school engagement and secondarily improving their academic performance.
The predictive influence of the big five personality traits on adolescent self-concept
(inScience Press : Lisabon, 2024) Pašková, Lucia; Ďuricová, Lenka
In today's dynamic and changing environment, the adolescent's social environment and social inclusion are vital because of the formative influence of experiences with the social environment on the adolescent's self-concept. Self-concept is among the most important predictors of mental health and quality of life in contemporary adolescents. The underlying concept of the present paper is the Piers-Harris model of self-concept, which is viewed following the Big Five concept. The main aim of the present study is to analyse the predictive influence of the Big Five personality traits on adolescents' self-concept. The research population comprised 1 013 Slovak adolescents (73% female, AM age = 17.00, SD age = 1.27). The research instruments used were the ASCSS/Adolescents' Self-concept Short Scale (Veiga & Leite, 2016) and the Slovak version of the NEO FFI personality questionnaire (Ruisel & Halama, 2007). Correlational analysis showed several moderately significant relationships between the Big Five factors and individual dimensions and with adolescents' overall self-concept. Regression analysis subsequently demonstrated a clear predictive effect of personality on adolescent self-acceptance, demonstrating that personality traits are an important source of adolescents' self-definition. Mental health promotion also emphasises the promotion of a favourable self-concept in adolescents, which creates room for the influence of professionals in counselling or school psychology. The paper is part of the project VEGA 1/0765/21 Multidimensional self-concept of the digital adolescent generation in Slovakia and its contexts.
The nature of learning tasks from perspective of children from marginalised Roma communities
(inScience Press : Lisabon, 2024) Hušlová Orságová, Mária; Vančíková, Katarína; Trnka, Marian
The Slovak Republic is a country of permanent or temporary residence for many nations and ethnic groups. The dominant language in schools is Slovak and although members of national minorities have the legal right to be educated in their mother tongue, this is not the case. The most controversial group is children from marginalised Roma communities, whose mother tongue is different from that of the majority society. The different living conditions that characterise their environment and the high degree of segregation from the majority affect their cultural experience. When entering institutionalised education, they face failure and misunderstanding. The complex language of school can affect their adaptation to school, as well as their success. Statistics show that these children often repeat the first year of school. Based on these facts, we decided to investigate the nature of language, which, according to sociocultural theory, is a fundamental determinant of a pupil's cognitive development. The object of analysis is the textbooks for the first two years of primary education. We aim to identify the most frequent words in the written lessons and to assess their potential comprehensibility from the perspective of children living in marginalised Roma communities. The results indicate the validity of the basic thesis of the French sociologist Pierre Bourdieu's theory of cultural reproduction. It seems that the dependence of school performance on the socioeconomic situation of the pupil's family, which has been repeatedly demonstrated in PISA measurements, may be related to the inability of the school to adapt the language to the needs of children whose linguistic code is underdeveloped. The research findings provide a basis for the development of an effective language programme for the acquisition of Slovak as a second language and call for the development of a comprehensive national strategy for the language support of children with a different mother tongue.
Adult media literacy as an andragogical issue - an overview study
(Česká andragogická společnost : Praha, 2024) Beran Sládkayová, Michaela; Krystoň, Miroslav
This paper deals with the current state of research into adult media literacy as an integral part of the theory and practice of citizenship education of adults in the context of an analysis of some key international and national strategic documents. The authors strived to identify media literacy and its elements in the selected national and international documents. The research sample consisted of 5 important strategic documents, which influence the implementation of citizenship education of adults as well as media literacy development in the adult population.
The role of professional learning communities from the perspective of teachers (triangulated research)
(Liberty Academic Publishers : New York, 2024) Hanesová, Dana; Rovňanová, Lenka; Vančíková, Katarína
As several current research studies from the last decade show, professional learning communities represent an important element in the professional development of many professions. Our work is based on the assumption that professional learning communities are also an important factor in the development of the teaching profession. The authors of the study analyze the role of professional learning communities based on three sources of data obtained in three separate research studies: (1) from a meta-analysis of international research studies related to teacher development in the 2nd decade of the 21st century, published in journals indexed via WoS and Scopus; (2) from a national survey on methods of lifelong professional development of teachers in the Slovak Republic; and finally (3) from an exploration of the professional development of teachers of foreign languages in primary schools. By evaluating the obtained data of these three research studies and comparing them with each other from the point of view of teachers, specific recommendations for the practical application of professional learning communities in the context of schools and school facilities emerged.
Neformálne vzdelávanie študentov a študentiek slovenských univerzít a vysokých škôl
(Univerzita sv. Cyrila a Metoda v Trnave, 2024) Šolcová, Jana; Nemcová, Lívia
Predkladaná štúdia empirického charakteru sa zaoberá neformálnym vzdelávaním študenstva slovenských univerzít a vysokých škôl. Cieľom štúdie je priblížiť možnosti využitia získaných kompetencií z neformálneho vzdelávania vo vzťahu k vybraným súčastiam svojho života: štúdium, rozvoj praxe, sebarozvoj z pohľadu študentstva. Prezentované výsledky parciálnou súčasťou empirického výskumu zameraného na neformálne vzdelávanie v pregraduálnej príprave budúcich profesionálov pomáhajúcich profesií.
The situational test of emotional flexibility: The expert's consensus on the emotion regulation strategy effectiveness
(inScience Press : Lisabon, 2024) Pilárik, Ľubor; Virostková Nábělková, Eva; Heinzová, Zuzana; Kaliská, Lada
The ability to effectively regulate emotions has emerged as an important protective factor for mental health. Current research provides insights into the maladaptive/adaptive nature of the selected emotion regulation strategies (e.g., cognitive reappraisal, suppression of emotion expression). The ambiguity of these findings suggests a protective factor of mental health may be an individual's ability to flexibly use different emotion regulation strategies depending on the situation evoking this emotion. However, measuring the flexibility of emotion regulation strategies is problematic due to the lack of measurements. The Situational Test of Emotional Flexibility (STEF) was created by the authors of the study, containing twelve pairs of situation scenarios eliciting three negative emotions (fear, sadness, and anger). Each pair of scenarios takes place in the same situation, changing only one aspect of the situation (e.g., the presence of other people). Participants are asked to consider six emotion regulation strategy effectiveness (acceptance, cognitive reappraisal, rumination, expression of emotion, ignoring, self-compassion) to regulate the evoked emotion for each scenario. STEF allows the assessment of the emotion regulation strategy flexibility in each scenario and also the assessment of the preferred emotion regulation strategy. This paper presents the results of an expert consensus on the effectiveness of six emotion regulation strategies via 24 scenarios. The research sample consisted of 19 experts (4 psychotherapists, 10 counselling/school psychologists, and 5 clinical psychologists) requiring at least five years of practice (M = 11.4 years) who assessed the effectiveness of using six emotion regulation strategies in 24 scenarios evoking fear, sadness, and anger. The results show that from the experts' perspective, self-compassion, expression of emotion, and cognitive reappraisal were the most effective emotion regulation strategies for all negative emotions. Ignoring emotion and rumination were the least effective strategies for all of them. The rank order of the effectiveness of the strategies showed slight differences separately for each emotion: anger, sadness, and fear. We discuss the results regarding the adaptive nature of emotion regulation strategies.
Flexible expression of emotions in relation to symptoms of depression and anxiety in emerging adulthood
(inScience Press : Lisabon, 2024) Ladecký, Jakub; Pilárik, Ľubor
In the realm of mental health research, understanding the interplay between emotion expression and psychological well-being remains a crucial endeavor. The theory suggests that suppression of emotion expression is generally a maladaptive emotion regulation strategy, but empirical studies are ambiguous about this claim. Recently, the concept of flexibility in emotion expression has been studied to overcome the limitations of rigidity connected with the concept of suppression of emotion expression. The purpose of this study was to explore associations between suppression of emotion expression, flexible emotion expression and symptoms of depression and anxiety. We administered self-report scales to participants (N = 836) in emerging adulthood to measure suppression of emotion expression, flexible expression and suppression of emotion, and the presence of symptoms of depression and anxiety. We found that the presence of depression and anxiety symptoms was weakly positively related to suppression of emotion expression, but weakly negatively related to flexible suppression of emotion expression. We discuss the results in terms of assessing the adaptive nature of emotion regulation strategies.
Digitálna vulnerabilita žiakov v kontexte intrapersonálnych dimenzií osobnosti
(Trnavská univerzita v Trnave, 2024) Hrabovská, Zuzana
Z profylaktického hľadiska sa javí ako nevyhnutná komplexná identifikácia kľúčových prediktorov ohrození vo virtuálnom priestore. Intrapersonálne zručnosti žiakov (sebahodnotenie, sebaregulácia, stratégie zvládania záťaže a pod.) sa javia ako dôležité protektívne faktory, ktorých rozvíjanie v intenciách preventívno-výchovného pôsobenia môže výrazným spôsobom prispieť k eliminácií digitálnej vulnerability detí a mládeže. Cieľom dizertačnej práce bude na základe empirického výskumu overiť vzájomnú súvislosť medzi úrovňou intrapersonálnych zručností a digitálnou zraniteľnosťou žiakov. Cieľom bude taktiež analýza rozvíjania intrapersonálnych protektívnych faktorov v intenciách preventívnych stratégií škôl. Dizertačná práca bude mať zmiešaný výskumný dizajn za využitia viacerých meracích nástrojov.
Slovak Republic - Key contextual data
(State Institute for Early Childhood Research and Media Literacy : Mníchov, 2024) Schreyer, Inge; Oberhuemer, Pamela; Miňová, Monika; Lynch, Zuzana; Lipnická, Milena
Slovak Republic - ECEC workforce profile
(State Institute for Early Childhood Research and Media Literacy : Mníchov, 2024) Miňová, Monika; Lynch, Zuzana; Lipnická, Milena
Umelci v materskej škole: interpretácia umeleckého diela v predprimárnom vzdelávaní
(Slovenský výbor Svetovej organizácie pre predškolskú výchovu : Bratislava, 2024) Rochovská, Ivana
The paper deals with the issue of using interpretation of artwork in preschool education. It reflects the results of research carried out at the national level concerning the relationship of kindergarten teachers to art, their opportunities to acquire knowledge of art theory and history and the use of art interpretation in preschool education. The impact of these outcomes on primary education practice is addressed.
Motivation to engage in online challenges among cyberbullying actors in primary school settings and their risks
(Hradec Králové : Gaudeamus, 2025) Dulovics, Mário; Riapošová, Michaela
The paper aims to analyse the motivation of primary school pupils in the roles of cyberbullying actors (aggressors, victims) engaging in online challenges and to bring to light other risks associated with online challenges. As part of empirical research, we used the questionnaire method to address 2,768 primary school pupils in the Slovak Republic. In the research set, we identified 256 (9.3%) aggressors and 322 (11.6%) victims of cyberbullying. Based on the inferential analysis of the data, we identified a statistically significant weak positive relationship between the Cyberaggression Scale and the Social Motivation subscale of the Viral Internet Challenges Scale VICH-S (p= 0.040, rs=128) and also a statistically significant weak positive relationship between the Cyberspace Victimization Scale and subscale Social motivation (p= 0.001, rs=166).
Social pedagogy and inclusive education in an international context
(Hradec Králové : Gaudeamus, 2025) Kovalíková, Milada
In this review study, we emphasize the importance of the role of social pedagogues in schools across various countries, including Slovakia. The aim of the review is to use a comparative approach to highlight the potential utilization of social pedagogues' work in schools. The study indicates that social pedagogical activities are common in many countries and emerging in others. It maps significant regional differences in the goals, status, and functions of social pedagogues. The primary mission of social pedagogy is seen in the inclusion of individuals or groups of intact students or students with special educational needs (SEN). Preventive social pedagogical activities are focused on combating social exclusion, guiding students, raising awareness, and promoting democratic education. The study demonstrates the significant importance of social pedagogy in schools, particularly in preventing segregation and exclusion of students.
Activating methods in prevention of online risky behaviour
(Hradec Králové : Gaudeamus, 2025) Hrabovská, Zuzana
More often occurring risky online behaviour of children and youth currently represents a severe problem manifesting in excessive usage of the internet, cyberbullying, risky online sexual behaviour and many other negative manifestations. Schools play an important role in the process of solving this issue. By their competent influence, they ensure not only educational but also primary and secondary preventive process. The usage of suitable didactic methods enabling the active involvement of pupils in preventive educational process have appeared highly effective in eliminating risky online behaviour. The aim of this theoretical study is to approach the problem of risky online behaviour of children and youth, to reflect on current prevention in schools and to point out the possibilities of implementing activating didactic methods in the preventive-educational process of schools.
Prevalence of engagement in online challenges among children and youth in institutional care settings
(Hradec Králové : Gaudeamus, 2025) Niklová, Miriam; Slaziníková, Helena
The study aimed to identify and analyse the prevalence of children and young people engaging in online challenges in institutional care settings. The Viral Internet Challenges Scale "VICH-S", aimed at measuring motivation to engage in online challenges (Ortega-Barón et al., 2022) as well as the scale in the EU Kids Online IV in the Slovak Republic (Izrael et al., 2020) were applied to obtain data. The research population consisted of child clients from institutional care aged 10-18 years from the Žilina and Banská Bystrica regions. The results of the research showed an increased level of risk behaviour in child clients attending primary schools. We also found no statistically significant difference between boys and girls engaging in online challenges. The research results indicated that child clients often engaged in online challenges mainly to fit in with a group or collective or to show their courage.
Digital technology: threat or opportunity for Slovak libraries?
(Hradec Králové : Gaudeamus, 2025) Babjaková, Iveta
Our contribution addresses the impact of social paradigm on education. We outline the effect of digital technologies on the work of librarians in Slovak libraries, with insights on international cooperation, as well as the influence of new technologies on services provided by libraries in the field of education. The core of our contribution deals with the analysis and conceptualization of the theoretical framework, background and trends in non-formal learning. We list specific examples of practice in Slovak libraries. As a result, our work provides a partial overview of the current situation concerning non-formal learning in libraries in Slovakia with an emphasis on digital technologies.
The correlation between suicidal and self-harm tendencies in grammar schools students and their level of resilience
(Hradec Králové : Gaudeamus, 2025) Stehlíková, Jana
The presented study provides an insight into the issue of suicidal and self-harm tendencies and resilience in 127 Slovak adolescents – grammar school students. The Connor-Davidson Resilience Scale (2003) and the risk-taking and self-harm inventory for adolescents (Vrouva et al., 2010) were used for the purpose of data collection. Gender differences in self-harm and suicidal tendencies were identified in the factors of risk-taking and self-harm, but also in some resilience factors – trust in one’s instincts, tolerance of negative affect, and strengthening effects of stress. A negative correlation between suicidal and self-harm tendencies, and the level of resilience was confirmed.
Analysis of children's conceptions of reading, writing and counting
(Filodiritto Publisher : Bologna, 2025) Lipnická, Milena
The aim of this work is to describe and interpret children's ideas about the concepts of reading, writing, and arithmetic using a qualitative approach. Phenomenological analysis made it possible to identify and describe themes that are typical of ideas about the meaning of the concepts of reading, writing, and arithmetic in a selected group of children (Koutná Kostínková and Čermák, 2013). In individual interviews, eight children aged five to six answered the following questions: descriptive "What is it?", applicative "What is it for?", evaluative "What would happen if it weren't there?" and a question about the source of knowledge "How do you know that?". The questions were clarified and developed in the interviews to reveal the unique experiences of the children as much as possible (Babiaková, 2019). The transcripts of the interviews were analyzed by first formulating themes for each child individually and then for the whole group. Based on the gradual discovery of relationships and their graphical representation, groups of themes were created. The overarching themes of the concept of reading were books, fairy tales, learning, and wisdom. For the concept of writing, it was writing names and words, and for the concept of counting, it was counting something and writing numbers. Children most often associated the processes of writing, reading, and counting with family, seeking knowledge, and practical activities that use them. Conceptualizations suggest that children talked about these processes based on sensory and practical experiences (Bloom, 2015). These findings may be useful in adapting preschool education content to children's conceptual ideas, experiences, and abilities.
The challenges of learning tasks from perspective of children from marginalised Roma communities
(inScience Press : Lisabon, 2025) Hušlová Orságová, Mária; Vančíková, Katarína; Trnka, Marian
Slovakia is a country of permanent or temporary residence for many nations and ethnic groups, which oftentimes do not have the possibility to receive education in their own language. One of the most controversial linguistic minorities on this front are children from the Roma community, which are commonly marginalised due to different living conditions as well as socio-economic standards. Both these factors highly contribute to segregation of Roma children from the Slovak majority and negatively affect their cultural experience. When entering the formal education system, Roma children do not possess the same linguistic competence of Slovak language as pupils from the major population. In this paper, the authors analysed the textbooks in Slovak: commonly used in the first two grades of elementary schools and attempted to identify the most frequent words, phrases and sentences that children from the Roma community usually encounter in written form, while being educated. By doing so, the authors would like to increase their potential comprehensibility for pupils from marginalised Roma communities. The findings of this research provide a basis for the development of an effective language programme for the second language acquisition of Slovak and urges the Slovak school system to develop a comprehensive national strategy, which would provide adequate language support for children from linguistic minorities.

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