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Percepcia interakčného štýlu učiteľa a subjektívna pohoda študentov

100%
Köverová M.
Psychologie a její kontexty
|
2015
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vol. 6
|
issue 1
33-48
EN
Teacher-student relationship and their mutual interactions are important aspects of teaching process. Research in psychology is mainly focused on determinants and correlates of student perceptions of interpersonal teacher behavior. The present study adopts the interpersonal perspective on teaching to explore effects of student perceptions of interpersonal teacher behavior on their well-being. Model of Interpersonal Teacher Behavior (MITB; Wubbels, Créton, & Hooymayers, 1985) is used to explain teacher-student interaction. 472 high school students (202 male, 270 female; mean age 16,72; SD = 0,999) assessed interpersonal behavior of their Slovak language and mathematics teachers (female, with at least 10 years of teaching experience) and frequency of experiencing positive and negative emotions in both classes. It was hypothesized that student well-being (frequency of experiencing positive and negative emotions) in both classes will be predicted by student perceptions of interpersonal teacher behavior. Participants completed Questionnaire on Teacher Interaction (QTI) and Scales on well-being. QTI allows to map student perceptions of eight types of interpersonal teacher behavior distinguished by MITB (leadership, helpful/friendly, understanding, student responsibility and freedom, uncertain, dissatisfied, admonishing, strict). In MITB, each type of interpersonal teacher behavior is defined by influence (dominance-submission) and proximity (cooperation-opposition) as two underlying dimensions. Results indicated that student well-being, i.e. frequency of experiencing both positive (pleasure, joy, happiness) and negative (anger, fear, sadness, shame, blame) emotions was significantly predicted by student perceptions of interpersonal teacher behavior in both Slovak language and mathematics classes. Student well-being in both classes increased when interpersonal teacher behavior was perceived as dominant and cooperative (leadership and helpful/friendly), and decreased when teacher interpersonal behavior was perceived as dominant, yet opposing (strict and admonishing). However, some of the predictors of student well-being slightly differed between subjects. Unlike in mathematics classes, student well-being in Slovak language classes also increased when interpersonal teacher behavior was perceived as more uncertain, less admonishing and less supporting responsibility and freedom of students. On the other hand, when less leadership and more certainty was perceived in interpersonal behavior of mathematics (but not Slovak language) teachers, decrease in student well-being occurred. To conclude, student perceptions of interpersonal behavior of both Slovak language and mathematics teachers predicted student well-being in the classes. Although perceptions on both dimensions of MITB were significant, student perceptions of teacher proximity as predictors of student well-being seemed more important.
2

SELECTED PSYCHOLOGICAL ASPECTS OF HELPING PROFESSIONALS

63%
Köverová M., Ráczová B.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2017
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vol. 20
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issue 1
-
EN
The research studies focus on several consequences of helping work which can be experienced by helping professionals most often – compassion satisfaction (Stamm, 1999; Stamm, 2010), compassion fatigue (Figley, 1995; Figley, 2002; Stamm, 2010), burnout (Figley, 1995; Figley, 2002; Maslach, Jackson, & Leiter, 1996; Stamm, 2010), and perceived stress (Cohen, Kamarck, & Mermelstein, 1983; Tilley & Chambers, 2003). The research studies suggest that it is possible to increase the level of compassion satisfaction and decrease the level of compassion fatigue (secondary traumatic stress and burnout) among helping professionals by performing self-care activities (Alkema, Linton, & Davies, 2008; Bloomquist et al., 2015; Killian, 2008; Lawson & Myers, 2011). The present research study was therefore focused on the analysis of compassion satisfaction, secondary traumatic stress, burnout, emotional well-being, and self-care among helping professionals in Slovakia. The first aim of the study was to examine the prevalence of selected, positive and negative, aspects of professional helping (compassion satisfaction, burnout, secondary traumatic stress, emotional well-being and performed self-care) among the Slovak helping professionals. The second aim of the study was to examine the predictive utility of emotional well-being and self-care activities in explaining the level of compassion satisfaction, burnout and secondary traumatic stress among helping professionals in Slovakia. The results indicated the higher incidence of positive than negative aspects of helping among helping professionals who experienced higher levels of compassion satisfaction, higher levels of positive emotions; and lower levels of negative emotions, burnout and secondary traumatic stress. The results also suggested that the helping professionals performed more physical than psychological self-care activities. The results indicated the importance of emotional well-being and performed self-care activities in explaining the levels of compassion satisfaction, burnout and secondary traumatic stress experienced by Slovak helping professionals working in institutions providing social care for orphans. The findings of the research provide a deeper insight into the positive and negative effects of the professional helping and will be used as a research background in the subsequent preparation of the intervention programmes aimed at promoting compassion satisfaction and eliminating burnout and secondary traumatic stress among helping professionals in Slovakia.
3

PSYCHOSOCIAL ASPECTS OF PERCEPTION AND EMOTIONAL EXPERIENCE OF OLDER ADULTS DURING THE FIRST WAVE OF THE COVID-19 PANDEMIC IN SLOVAKIA

63%
Köverová M., Ráczová B.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2021
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vol. 24
|
issue 1
35 – 52
EN
This study is a part of research focused on the analysis of the psychosocial aspects of the perception and emotional experience of older Slovak adults as a risk group during the first wave of the COVID-19 pandemic. The first aim of this research was to examine how older adults in Slovakia perceived and experienced the first wave of the COVID-19 pandemic. We were focused on their negative emotional experience – the levels of perceived stress, anxiety and concern (regarding a fear of COVID-19 infection). The second aim was to identify differences in negative emotional experience in older adults according to demographic characteristics. The final aim was to analyze the demographic and psychological characteristics of those groups of older adults who reported extremely low and extremely high levels of negative emotional experience (perceived stress, anxiety, or concern). The research was conducted online during the first wave of the COVID-19 pandemic. The participants completed a State-Trait Anxiety Inventory, State version (Spielberger et al., 1983), a Perceived Stress Scale (Cohen et al., 1983), and the authors’ scales focused on the assessment of the levels of fear of COVID-19 infection. The research sample consisted only of older adults who lived in their home environment and communicated via social networks. Online skills could have enabled them to search for information about the pandemic or to stay in contact with other people. All this could have positively affected their perception and emotional experience during the first wave of the COVID-19 pandemic, in contrast to the clients of the social service facilities. Despite this limitation, the research study has brought important findings. It showed that older adults did not experience the first wave of the pandemic only negatively and uncovered a risk group of older adults which was at increased risk of negative psychological effects (concern) during the COVID-19 pandemic.
4

Vzdelávacie ciele ako prediktory osobnej pohody u mladých dospelých

63%
Pekarčík A., Köverová M.
Aplikovaná psychologie/Applied Psychology
|
2024
|
vol. 16
1368-1385
SK
Motivovaný nejasnosťou významu vzdelávacích cieľov výskum skúma, ako sú ciele v oblasti vzdelávania prepojené s osobnou pohodou mladých dospelých. Primárnym cieľom výskumu bolo analyzovať predikčnú schopnosť charakteristík vzdelávacích cieľov, ako sú sebaúčinnosť a motivácia, na osobnú pohodu mladých dospelých. Prvá časť štúdie poskytuje teoretický rámec a kontext pre pochopenie významu vzdelávacích cieľov mladých dospelých. Druhá časť opisuje metodiku vrátane výberu vzorky a nástrojov merania. Výsledková časť uvádza výsledky hierarchickej regresne analýzy, ktorá potvrdzujú súvislosť medzi vzdelávacími cieľmi a osobnou pohodou. Výsledky naznačujú schopnosť cieľového sebauvedomenia predikovať osobnú pohodu mladých dospelých. Záver diskutuje o význame zistení v kontexte súčasnej spoločnosti a existujúcich teoretických rámcov.
EN
Motivated by the ambiguity of the meaning of educational goals, the research examines how educational goals are linked to young adults' personal well-being. The primary aim of the research was to analyze the predictive power of characteristics of educational goals, such as self-efficacy and motivation, on young adults' personal well-being. The first part of the study provides a theoretical framework and context for understanding the importance of young adults' educational goals. The second section describes the methodology, including sample selection and measurement instruments. The results section presents the results of a hierarchical regression analysis that confirms the association between educational goals and personal wellbeing. The results suggest the ability of goal self-awareness to predict young adults' personal well-being. The conclusion discusses the significance of the findings in the context of contemporary society and existing theoretical frameworks.
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