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ACADEMIC SELF-CONCEPT AND THE USE OF TABLET TECHNOLOGIES IN CZECH AND SLOVAK SCHOOLS

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Masaryk R., Sokolová L., Kénesy Túnyiová M.
Studia Psychologica
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2018
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vol. 60
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issue 3
167 – 182
EN
New technologies are being increasingly introduced into classrooms as new tools for learning. This is however often done regardless of any academic evidence concerning their impact. Our objective was to identify differences in Academic Self-Concept in students before and after using tablet technologies in education. A total of 490 students aged 10 to 17 from 10 schools in Slovakia and 12 schools in Czech Republic were enrolled in a 6-month trial, in which instruction was conducted via tablets and touchscreen boards. Our findings showed that the Academic Self-Concept scores of children, who had below-average Academic Self-Concept scores, improved over the trial. However, initial above-average scores tended to decrease throughout the trial. Incorporating technologies into the educational process does not appear to have the potential to be associated with an increase in Academic Self-Concept in students overall. We believe that those who score low on Academic Self-Concept may benefit from the overall motivating effect of the intervention, and from the chance to experience success in novel educational situations.
2

HOW RISKY IS HELPING REFUGEES? CULTURAL COGNITION AS A DETERMINANT OF RISK PERCEPTION

100%
Bašnáková J., Valuš L., Masaryk R.
Studia Psychologica
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2023
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vol. 65
|
issue 3
279 - 292
EN
What determines whether people perceive helping refugees as risky? Based on the predictions of the Cultural Theory of Risk, we experimentally investigated whether people’s perception of risk depends on their value orientations and whether presenting balanced arguments affects risk assessments. The participants (N = 1004) indicated the level of risk they see in the possibility of their country accepting refugees in the 2015 refugee crisis in Europe, as well as in a less polarizing topic of mandatory MMR vaccination for comparison. Half of the sample read balanced arguments about these topics before risk assessment and the other half did not. Contrary to our predictions, balanced arguments did not influence how people perceived risks in either domain. Rather, risk assessment was affected by their worldviews: those who held fundamentalist values and believed in a strong state, tended to see helping refugees as risky. Mandatory vaccination was threatening for those in favour of fundamentalist values, but opposed to state interventions. Moreover, the subjective feeling of being knowledgeable of the refugee crisis, regardless of the accuracy of this knowledge, increased risk perception; for vaccination, more information was associated with decreased risk. The results suggest that risk assessment is influenced by people’s worldviews and the perceived urgency of the respective issues.
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