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CERTAINTY-UNCERTAINTY AND EFFECT OF SOCIO-PSYCHOLOGICAL TRAINING (COMPARISON 'SLOVAKIA-DENMARK')

100%
Gerekova E., Sarmany S. I.
Studia Psychologica
|
2005
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vol. 47
|
issue 1
3-15
EN
The subjects were elementary school pupils and undergraduates (N = 158) in two cultural selections under two conditions of measurement of the impact of a socio-psychological training (SPT) in Slovakia and Denmark. Using the method for measuring uncertainty-certainty (Kovac, 1969) we found that after SPT there followed a significant decline of uncertainty in all the types measured (normal, increased and pathological uncertainty). A significant increase in certainty was noted following SPT in the subscale normal certainty in all the subjects of the Slovak sample, while the shift toward enhanced certainty in the Danish sample remained nonsignificant. Measurement after a lapse of one year since the SPT in the Slovak children pointed to a stabilization of the SPT impact in the subscale normal certainty toward higher certainty.
2

CHANGES IN PERSONALITY DIMENSIONS AND COUNTERFACTUAL THINKING OF FEMALE UNIVERSITY STUDENTS IN THE CONTEXT OF COPING WITH LOAD SITUATIONS

88%
Bratska M.
Studia Psychologica
|
2009
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vol. 51
|
issue 2-3
251-258
EN
The aim of the research study is to introduce partial results from a study of counterfactual thinking and changes in the personality dimensions of female university students before and after participating in a socio-psychological training (SPT) course that focused on constructive solutions and coping with real load situations. After the SPT, statistically lower neuroticism (N), significantly higher extraversion (E) and statistically significant difference in sub-dimension happiness in meaningfulness (ME) were shown. After completing the training, participants usually understand problems as a challenge, enjoy possibilities and their own initiative more appreciate creative problem solving, see a possibility to influence the course of action and want to create mutual cooperation. SPT revealed the functionality and correctness of counterfactual thinking.
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