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PERCEPCIA ZÁŤAŽE V ASOCIÁCIÍ S VYBRANÝMI OSOBNOSTNÝMI CHARAKTERISTIKAMI U ŠKOLSKÝCH DETÍ

100%

Krajčová D., Vondrová D., Hirošová k., Samohýl M., Ševčíková Ľ.

Sociálno-zdravotnícke spektrum

2016

vol. 4

issue 1

Children sensitively reflect the effect of various stress factors. One of the major stressor for school-aged children is school environment. Some personal characteristics, such as anxiety and neuroticism increase the risk of coping stressful situations associated with educational process and may lead to the development of severe mental health disorders. The goal of the study was to determine if children with high score of anxiety and neuroticism are more stressed with demanding school work in association with self-reported perception of stress and psychic discomfort and their school success. The study consisted of 87 primary school pupils aged 9-12 years. Behavioural and psychosocial determinants were assessed by questionnaire method. Personal characteristics were evaluated by specialized psycho-diagnostic tests (B-J.E.P.I., KSAT, IQ test – Colored progressive matrices, Questionnaire of subjective feelings and states). The mean values of personal characteristics exceeded the norm in the parameter of neuroticism. Comparing the genders boys showed significantly higher score of extraversion and girls tented to be more anxious and had significantly better school success. Almost 60% of children reported high mental load and psychic discomfort. Children with high self-reported perception of stress and psychic discomfort showed significantly high score of neuroticism and the same trend in parameter of anxiety. The total rate of anxiety was high positively correlated with the score of neuroticism. Our results confirmed the importance of the detection of anxiety and neuroticism in schoolchildren which worsen subjective perception of load and psychic discomfort. Monitoring of mental health status is important not only for coping school load, but also for prevention of severe mental disorders.

SCHOOLCHILDREN'S GAMES - PURPOSELESS COOPERATION, COMPETITION, BULLYING? (Hry skolnich deti - samoucelna spoluprace, soutez, sikana)

72%

Klusak M.

Pedagogický časopis (Journal of Pedagogy)

2010

vol. 1

issue 1

49-63

Traditionally the educationalist's interest in children's games seems to be instrumental, if not manipulative. Playing games children can and should learn - the socially desirable, that is. Games seem to offer themselves such exploitation. They subsist in a state of mind and convention rather then in a relation to a specific kind of objects. Any human ability can be played with as a game of skill - competing with others or with personal records. Any human ability can be personified and as a role simulated - and thus trained or at least experienced. And finally, playing games brings functional pleasure; it has its goal in itself. Lately, the educationalist's interest in children's games based rather on respect for autotelism of playing games, then on the ambition to utilize it in motivating children to do their schoolwork, seems to be asserting itself more intensively. The author considers inspirations which this interest could draw from Children's games - a book written by M. Klusak and M. Kucera, presenting and interpreting a collection of more than 1.600 exemplars of schoolchildren's games (collected in 1995 -2000, in 80 classes, from first to ninth grades). Special attention is paid to children playing with social relations - cooperation, competition, bullying.

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1 Pedagogický časopis (Journal of Pedagogy)

1 Sociálno-zdravotnícke spektrum

1 Hirošová k.

1 Klusak M.

1 Krajčová D.

1 Samohýl M.

1 Vondrová D.

1 Ševčíková Ľ.

1 2016

1 2010

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PERCEPCIA ZÁŤAŽE V ASOCIÁCIÍ S VYBRANÝMI OSOBNOSTNÝMI CHARAKTERISTIKAMI U ŠKOLSKÝCH DETÍ

SCHOOLCHILDREN'S GAMES - PURPOSELESS COOPERATION, COMPETITION, BULLYING? (Hry skolnich deti - samoucelna spoluprace, soutez, sikana)