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1

Vzdělání u osob se zkušeností s náhradní formou péče v dětství

100%

Myšková L., Smetáčková I., Novotná H., Onder J., Kuželová H., Ptáček R.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2015

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vol. 25

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issue 1

63–83

EN

The purpose of this article is to present partial results of research that examined the effect of long-term stay in alternative forms of care settings (in institutional care and in foster families) on various aspects of adult life. Monitored area in the presented study was the educational trajectory of respondents. In the first part we describe the types of these forms of care in the Czech Republic, especially institutional care. The second part presents a part of the study in which an anamnesis questionnaire and a battery of psychological tests were used in order to compare a research group of adults with an experience in alternative care (n = 128) and a control group of people growing up in the original families (n = 103). The third part of the paper is devoted to results related to educational attainment, the path to it, and also mentions perspective on educational attainment despite differences in personality traits. It turned out that people who spend the whole or part of the childhood in alternative care achieve lower forms of education, have lower educational aspirations, have larg er difficulties in the school trajectory and from the surroundings receive less support of learning. From the above results follow recommendations in relation to the educational process of children placed in alternative forms of care.

2

Comparison of Self-Concept and Self-Perceived School Success of Children with Foster Home or Family Upbringing

75%

Tirpák J., Uhrinová M.

Journal of Education, Technology and Computer Science

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2021

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vol. 12

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issue 2(32)

51-60

EN

This study is concerned with comparing the self-concept and self-perceived school success of children aged 10–15 years growing up in foster homes or in family environments. The research was carried out using the standardized Studentʼs Perception of Ability Scale (SPAS) questionnaire (Matějček, Vágnerová, 1992), applied to a sample cohort of 178 selected respondents. The article reflects key aspects relating to this research.

3

Vztah mezi školní úspěšností a rizikovým chováním dospívajících

63%

Trchalíková K., Banárová K.

E-psychologie (E-psychology)

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2023

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vol. 17

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issue 2

1-15

EN

The main aim of the work is to prove the existence of the relationship between school success and risk behavior amongst adolescent students of high schools in Zlín region. We have chosen a quantitative design for our research and for the collection of the data we used a questionnaire battery, which consisted of sociodemographic data, marks from selected subjects, a Self-efficacy Questionnaire (Jakešová, 2014) and questionnaire „Výskyt rizikového chování u adolescentů“ (Dolejš & Skopal, 2015). Two hundred students aged 15 to 19 took part in the survey. We examined the validity of the statistic hypothesis through the Spearman coefficient and linear regression. The study results suggest that the relationship between school success and risk behavior in adolescence really exists.

CS

Hlavním cílem práce je ověření existence vztahu mezi školní úspěšností a rizikovým chováním dospívajících studentů/studentek středních škol ve Zlínském kraji. Pro náš výzkum jsme zvolili kvantitativní design práce, kdy jsme ke sběru dat využili dotazníkovou baterii, která obsahovala sociodemografické údaje, známky z vybraných předmětů, Self-efficacy Questionnaire (Jakešová, 2014) a dotazník Výskyt rizikového chování u adolescentů (Dolejš & Skopal, 2015). Dotazníkového šetření se zúčastnilo 200 studentů a studentek ve věku od 15 do 19 let. Platnost statistických hypotéz jsme ověřovali pomocí Spearmanova korelačního koeficientu a lineární regrese. Výsledky výzkumu naznačují, že skutečně existuje vztah mezi školní úspěšností a rizikovým chováním dospívajících.

4

Rola rodziców jako osób znaczących. Raport badawczy z zastosowaniem skali Mój ojciec i Moja matka

63%

Domagała-Zyśk E.

Roczniki Nauk Społecznych

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2006

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vol. 34

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issue 2

139-155

EN

The article contains presentation of research tools construed by the author and an analysis of material gathered with their use. The discussed tools are: Perceived Social Support Questionnaire My Mother (KPWS-M) and Perceived Social Support Questionnaire (KPWS-O) making it possible to study the intensity and range of social support obtained by young people from the closest significant others, the father and the mother. The results of the research done in a group of young people experiencing school failure and in the control group of young people who achieve school success prove that there is a statistically significant difference between the groups as far as perception of parental control, social support and „school” support on the side of the parents is concerned. The results may have important practical pedagogical implications: in work with pupils experiencing school failure one should not only revalidate or improve the pupil's performance in the cognitive sphere, but also take care of bringing back or consolidating proper relations between the pupil and significant others, first of all his parents.

5

Computer in the Culture of a Contemporary Pre-school Child

63%

Watoła A.

The New Educational Review

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2006

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vol. 10

245-255

EN

Computer is used in many areas of a contemporary kindergarten’s work. The article presents selected research results concerning the ways of using a computer and appropriate computer programmes in the work of the kindergarten headmaster, administrative workers and in teachers’ educational and didactic work. It also presents chosen elements of the present record of educational law and the programme basis of pre-school education.

6

Funkcje wykonawcze a osiągnięcia dzieci w wieku wczesnoszkolnym

51%

Jankowski P.

Edukacja

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2012

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issue 1(117)

75-86

PL

Artykuł prezentuje wyniki badania dotyczącego związku funkcji wykonawczych i powodzenia szkolnego. W badaniu udział wzięło 46 dzieci w wieku 7 i 8 lat, uczniów pierwszej klasy szkoły podstawowej. W zakresie funkcji wykonawczych dokonano pomiaru dwóch ich przejawów: elastyczności poznawczej i zdolności tworzenia pojęć. Do ich pomiaru użyto dwóch narzędzi, z których jedno zostało stworzone na podstawie testu sortowania kart Wisconsin. Dla drugiego pierwowzorem był dwuwymiarowy test sortowania kart. W celu zbadania powodzenia szkolnego dokonano jego pomiaru z trzech różnych perspektyw: uczniów, nauczycieli i rodziców. Powodzenie szkolne z perspektywy uczniów i rodziców badano narzędziami stworzonymi na podstawie ankiety powodzenia szkolnego autorstwa Anny Żurawskiej (wywiad z uczniami, kwestionariusz dla rodziców);, trzecim wskaźnikiem powodzenia były oceny szkolne. Wyniki wskazują na istotne znaczenie funkcji wykonawczych w zakresie elastyczności poznawczej dla powodzenia szkolnego (część z uzyskanych wyników osiąga poziom istotności statystycznej). Natomiast w zakresie drugiego z przejawów funkcji wykonawczych, czyli zdolności tworzenia pojęć, związek z powodzeniem szkolnym zaobserwowano jedynie w przypadku pomiaru dokonywanego wśród uczniów.

EN

Executive function and academic success were studied in children aged 7 and 8, in the first year of primary school. Two measurements of executive functions were made: cognitive flexibility and capacity for abstract thinking. Two tools were used for their measurement, one based on the WCST test and the other on DCCS. School attainment was measured from three perspectives. Parent perspective was measured by a questionnaire, students were interviewed and school grades were used as the third measure. Cognitive flexibility correlated with school success from each perspective, p < .05. However, capacity for abstract thinking correlated with school success only in the student perspective.

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1 E-psychologie (E-psychology)

1 Edukacja

1 Journal of Education, Technology and Computer Science

1 Pedagogická orientace (Journal of the Czech Pedagogical Society)

1 Roczniki Nauk Społecznych

1 The New Educational Review

1 Banárová K.

1 Domagała-Zyśk E.

1 Jankowski P.

1 Kuželová H.

1 Myšková L.

1 Novotná H.

1 Onder J.

1 Ptáček R.

1 Smetáčková I.

1 Tirpák J.

1 Trchalíková K.

1 Uhrinová M.

1 Watoła A.

1 2023

1 2021

1 2020

1 2015