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Vztah mezi školní úspěšností a rizikovým chováním dospívajících

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Trchalíková K., Banárová K.
E-psychologie (E-psychology)
|
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.
2
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Attachment styles and emotion regulation in students of pedagogical and non-pedagogical studies

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Prosen S., Smrtnik Vitulić H.
Československá psychologie (Czechoslovak Psychology)
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2018
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vol. 62
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issue 4
382-395
EN
In the present study, the attachment styles and the use of selected emotion regulation (ER) strategies among pedagogical students of primary education (n=116) and preschool education (n=72), as well as non-pedagogical students of biology (n=128) were analysed. The study explores how the specific groups of students applied different attachment styles and used selected ER strategies, and whether there were any differences between the groups. The results demonstrate the predominance of secure attachment in all three groups of students and the lower occurrence of insecure attachment styles. A dismissing attachment style was significantly more present in biology students than in the two groups of pedagogical students. All three student groups self-assessed their use of various ER strategies, reporting the most frequent use of situation selection, situation modification and social support seeking, while substance use was almost never used. There were some significant differences between the student groups with regard to ER strategy use: preschool education students use experiential response modulation more than biology students, and both groups of pedagogical students use attentional deployment and social support more than students of biology.
CS
Ve studii byly zkoumány styly attachmentu a využívání vybraných strategií emoční regulace u studentů těchto pedagogických oborů: základní vzdělávání (n = 116), předškolní vzdělávání (n = 72) a nepedagogického oboru biologie (n = 128). Studie se zabývala tím, jak specifické skupiny studentů používají různé styly attachmentu a vybrané strategie emoční regulace, a zda existují nějaké rozdíly mezi zkoumanými skupinami. Výsledky ukázaly převahu bezpečného attachmentu u všech tří skupin studentů a nízký výskyt nejistých stylů attachmentu. Zavrhující styl attachmentu byl významně častější u studentů biologie než u dvou skupin studentů pedagogických oborů. Všechny tří skupiny studentů hodnotily své užívání různých strategií emoční regulace a udávaly nejčastější používání výběru situace, modifikace situace a hledání sociální opory, zatímco téměř nikdy nepoužívaly nějaké povzbuzující látky. Byly zjištěny některé významné rozdíly mezi skupinami studentů, pokud jde o užívání strategií emoční regulace: studenti předškolního vzdělávání užívali modulaci založenou na zkušenosti více než studenti biologie a obě skupiny studentů pedagogických oborů užívali nasazení pozornosti a sociální oporu více než studenti biologie.
3
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Shluková analýza a možnosti jejího využití při hledání typických skupin studentů během realizace výuky formou e-learningu

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CHRÁSKA M.
Edukacja-Technika-Informatyka
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2013
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vol. 4
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issue 2
147-153
SK
Příspěvek popisuje výsledky výzkumu, v jehož rámci byly hledány typické skupiny studentů, které se objevují při realizaci výuky formou e-learningu. Využita byla shluková analýza, pomocí níž bylo zjištěno, že se vyskytuje pět charakteristických skupin studentů, které se odlišují zejména svým způsobem komunikace s tutorem.
EN
This paper describes the results of research in which they were searched typical groups of students which appear in the implementation of teaching through e-learning. Cluster analysis was used. Was found that there are five characteristic groups of students, which is different especially in its own way communication with a tutor.
4
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“Patavium virum me fecit” – Padova come luogo di formazione delle antiche élite polacche

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Tygielski W.
Italica Wratislaviensia
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2021
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issue 12.1
21-46
EN
Using the Atti della Nazione Polacca at the University of Padua as a main source, the author describes the role that this university played in the education of students from the Polish- Lithuanian Commonwealth from the 16 th to 18 th centuries. According to the author’s research, this role was crucial in the 16 th century, when a significant part of Polish elites included a stay at this university in their curriculum. In the 17 th century, the number of students from Poland-Lithuania studying in Padua decreased slowly but continuously, and in the 18 th century, the number was marginal. In the period under discussion, the social structure of this group significantly changed: students looking to acquire knowledge that was necessary for their future professional career were gradually replaced by young men of aristocratic and noble families, for whom a visit in Padua, be it long or short, was only a stage in their educational European "Grand Tour". According to the author, this can be explained by intellectual changes in Polish-Lithuanian society: a general and rather superficial education was gradually preferred to university-based and professionally-provided knowledge. A study of selected travel diaries supplemented and confirmed the results of the presented statistical analysis. All Polish travellers visiting Padua in the 16 th and 17 th centuries described the University and considered it as the most important institution of the city; meetings with compatriot students were also often mentioned. Later on, the University was no longer the obvious subject of the descriptions and 18 th -century travellers often did not even mention it at all. Nevertheless, there is still available evidence that the Polish presence in Padua, although reduced, was visible and important for the city.
IT
Analizzando i registri di immatricolazione della nazione polacca (Metryka nacji polskiej) dell’Università di Padova, pubblicati mezzo secolo fa da Henryk Barycz e Karolina Targosz, l’autore riflette sul ruolo di Padova nel sistema educativo dei giovani polacchi giuntivi a studiare. Sottolineando l’eccellente reputazione dell’università e l’alta qualità del personale docente, mette in luce l’importanza fondamentale del centro di Padova nel processo di educazione delle "élite" intellettuali polacco-lituane nel XVI secolo. Documenta poi la presenza dei nuovi arrivati dalla "Rzeczpospolita", la quale diminuì gradualmente nel corso del XVII secolo e venne quasi a sparire nel XVIII secolo, interrogandosi sulle ragioni del declino del ruolo dell’Università di Padova nel sistema educativo della Polonia antica. L’autore nota inoltre il mutamento della struttura sociale della comunità di studenti, nella quale diminuisce il numero di persone interessate ad acquisire conoscenze e competenze specifiche, che in futuro sarebbero state alla base della loro attività professionale, mentre cresce la rappresentanza di famiglie magnatizie e nobili, per le quali la permanenza a Padova era solo una tappa del Grand Tour, giro di carattere generale, e non strettamente educativo, dei più importanti centri europei. Questa osservazione sembra confermare il graduale cambiamento del modello educativo dei giovani nella Confederazione polacco-lituana e delle aspettative educative nel paese. Le osservazioni, avanzate sulla base di analisi statistiche, vengono confermate dalla lettura dei diari di viaggio, alla luce dei quali l’università, in essi un primo tempo presente, pian piano cessa di essere un punto di riferimento ricorrente ed oggetto di descrizione da parte dei viaggiatori. Allo stesso tempo, però, la costante presenza polacca a Padova viene confermata dalle pagine dei diari, il che sembra indicare che i rapporti tra la Repubblica di Polonia, Padova e l’Università di Padova siano stati mantenuti, anche se probabilmente su una scala minore. Le conseguenze della formazione all’estero delle élite polacco- lituano-rutene rimangono un argomento aperto ed è proprio il caso di Padova che ci invita in modo particolare a riprenderlo e ad approfondirlo.
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