06 Príspevky v zborníkoch

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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.
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 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.
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.
Slovak Republic - ECEC workforce profile
(State Institute for Early Childhood Research and Media Literacy : Mníchov, 2024) Miňová, Monika; Lynch, Zuzana; Lipnická, Milena
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.
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.
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.
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.
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.
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
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.
Internetové hrozby a mediálna gramotnosť - aktuálne problémy
(Verbum - vydavateľstvo KU : Ružomberok, 2025) Niklová, Miriam
Predkladaná štúdia reaguje na aktuálne internetové ohrozenia akými sú napr. deep fake, konšpirácie, dezinformácie, kyberšikanovanie, cyberstalking, flaming a pod. V súčasnej informačnej spoločnosti, ktorá je presýtená množstvom informácií je relevantná požiadavka kriticky hodnotiť a selektovať informácie. Jednou z kľúčových kompetencií dôležitých pre život v 21. storočí je mediálna gramotnosť. V súčasnosti klesá úroveň mediálnej gramotnosti a inklinácia k zdieľaniu nepravdivých informácií, preto považujeme za dôležité venovať osobitnú pozornosť jej rozvíjaniu v oblasti formálneho i neformálneho vzdelávania. V súčasnosti sa akcentuje ďalšie vzdelávanie učiteľov a skvalitnenie ich prípravy v oblasti mediálnej gramotnosti a celkovo v rozvíjaní kompetencií v oblasti využívania informačno-komunikačných technológií v edukácii. V tomto smere je nevyhnutné nielen dokázať pracovať s počítačom a používať internet, ale aj schopnosť kriticky myslieť, orientovať sa v online prostredí, správne komunikovať a efektívne vyhľadávať informácie. Mediálna gramotnosť je dôležitá v dnešnej digitálnej dobe, kde sú digitálne technológie súčasťou každodenného života a práce.
Excesívne používanie internetu v kontexte rozvoja sebaregulácie u detí v rodičovskej výchove
(Wydawnictwo naukowe akademii WSB : Dąbrowa Górnicza, 2025) Hrabovská, Zuzana
Virtuálny priestor sa v súčasnosti čoraz viac stáva dejiskom socializácie detí a mládeže. Nadmerné trávenie času detí a mládeže v prostredí internetu je aktuálne často skloňovaná téma v teoretickej i odbornej verejnosti. Excesívne používanie internetu predstavuje v súčasnosti závažný problém, ktorý môže narušiť zdravý fyzický, psychický a sociálny vývin jednotlivca. Rodičovská výchova zohráva v riešení uvedenej problematiky nezastupiteľné miesto. Rozvoj sebaregulácie u detí sa javí ako efektívny prostriedok pri eliminácii excesívneho používania internetu. Cieľom uvedeného príspevku je poukázať na závažnosť excesívneho používania internetu a zdôrazniť vplyv rodiny na rozvoj sebaregulácie u detí. Predkladaný príspevok je výstupom projektu KEGA č. 024UMB-4/2022 Prevencia online rizikového správania. The virtual space is increasingly becoming a venue for the socialization of children and youth. Excessive time spent by children and youth in the online environment is a frequently discussed topic among both theoretical and professional audiences. Excessive Internet use represents a serious issue today, which can disrupt the healthy physical, psychological, and social development of an individual. Parental upbringing plays an irreplaceable role in addressing this issue. The development of self-regulation in children appears to be an effective means of mitigating excessive Internet use. The aim of this contribution is to highlight the severity of excessive Internet use and emphasize the influence of the family on the development of self- regulation in children. This paper is an output of the KEGA project no. 024UMB-4/2022 Prevention of online risky behavior.
The distribution of active verbs in task instructions in primary education textbooks
(Filodiritto Publisher : Bologna, 2025) Čiliaková, Ružena; Trnka, Marian; Brozmanová, Monika
Proficiency in the language of instruction is one of the fundamental prerequisites for the cognitive and academic development of students with a different mother tongue. Understanding instructional verbs used in learning tasks is a key condition for students’ success in solving these tasks correctly. Empirical findings suggest that students who do not sufficiently comprehend task instructions are at a higher risk of academic underachievement [1], [2]. This study focuses on the analysis of active verbs in instructional tasks found in textbooks for the first and second grades of primary school. Specifically, it examines the frequency and variation of active verbs in task instructions across three educational domains: language, mathematics, and science. The analysed sample comprised over 1,600 tasks, from which more than 13,500 sentences containing active verbs were extracted and examined as individual analytical units. The research employed a quantitative methodology, complemented by qualitative procedures. The quantitative component enabled the mapping of verb distribution with an emphasis on frequency. The qualitative component, using the method of constant comparison, facilitated the identification of unique verbs and their categorization within instructional discourse. The results show that students are exposed to more than 1,000 grammatical forms and over 600 unique active verbs during the first two years of schooling. The analysis also revealed significant inconsistencies in the use of instructional verbs, particularly reflective-abstract commands, which can hinder task comprehension. The findings highlight the need for greater linguistic consistency in instructional task design and underscore the importance of targeted language support for students with a different mother tongue, focused on the systematic acquisition of the school’s instructional language.
Model for evaluating adult learning needs
(Česká andragogická společnost : Praha, 2025) Pavlov, Ivan; Szabó, Soňa
The paper describes an innovative model for evaluating adult learning needs, developed as a result of a scientific research project and applied in practice to support the professional development of teachers in Slovakia. The model conceptualizes adult learners' learning needs and their evaluation as a necessary prerequisite for an effectively designed process of professional learning support. In a broader context, this issue falls within the field of education management in organizations, and the results of the model’s validation in Slovakia have demonstrated its potential in supporting teachers’ professional development in practice.
Basic skills of self-learning and self-directed learning
(Česká andragogická společnost : Praha, 2025) Temiaková, Dominika
The theoretical study discusses the concepts of self-learning, self-directed learning, and autodidacticism and the differences between them. Based on the reports of the World Economic Forum (2023, 2024), humanity faces an unstable and constantly changing world in the form of risks that can be faced through Education 4.0. However, this new approach to lifelong learning requires a new perspective on competencies, including self-learning competencies, which are becoming essential. The topic of self-learning and self-directed learning thus comes to the forefront of interest and requires new research both among students and adults.
Krokovanie a krokovací pás ako nástroj na rozvíjanie nielen matematických zručností
(Univerzita Karlova v Praze, Pedagogická fakulta : Praha, 2025) Semričová, Zuzana
Hejného metóda predstavuje konštruktivistický prístup k vyučovaniu matematiky, v ktorom si žiaci osvojujú poznatky na základe vlastnej skúsenosti a objavovania. Metóda podporuje kritické myslenie, riešenie problémov a sociálnu interakciu. Kľúčovým prvkom sú didaktické prostredia, ktoré umožňujú efektívne budovanie matematických schém. Jedným z nich je Krokovanie, ktoré rozvíja numerické schopnosti prostredníctvom práce s číselnou osou. Táto metóda podporuje multisenzorické učenie a umožňuje diferencované vyučovanie. Krokovanie je využiteľné nielen v matematike, ale aj v prepájaní učiva s inými predmetmi, ako sú prvouka či slovenský jazyk. Praktické aktivity v rámci Krokovania motivujú žiakov k objavovaniu matematických vzťahov a zlepšujú ich porozumenie číselným operáciám.
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.

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