This study aims to provide preliminary evidence of the concurrent and struc tural validity of a novel instrument to measure students’ attitudes toward school sub jects. This new tool uses interactive software and measures attitudes less directly by asking students to change different visual features of objects displayed in a virtual three dimensional space, thereby expressing their attitudes metaphorically (popularity/liking through size, importance through size, difficulty through weight, and relationship with a teacher through temperature). The results of this novel method were compared and related to the semantic differential, an already established instrument that is frequent ly used in the context of school evaluation and focuses on connotative meanings. The study was carried out on a sample of 147 Czech primary school students who rated three school subjects: Czech, English, and mathematics. We used structural equation modeling to analyze the measurement structure of both instruments and the relationship between them. The results showed that a single dominant factor (popularity/liking) can explain the majority of the variance shared between items. However, residual correlations sug gested that two other factors are at play, namely importance (measured by the visual met aphor of size) and difficulty (measured by the visual metaphor of weight). The results did not support a three factor structure of the semantic differential, which is proposed by the theory of the instrument, since only two semantic differential items appeared to measure something different from popularity/liking. Furthermore, the visual metaphor of distance was the best indicator of popularity/liking, and although other metaphors related to pop ularity/liking as well, they showed discriminant validity in relation to other metaphors, as evidenced by their pattern of residual correlations with the semantic differential items. In summary, the results support the concurrent validity of the novel instrument utiliz ing interactive metaphors and also the discriminant validity of individual metaphors but question the proposed factorial structure of the semantic differential.
Příspěvek se věnuje tématu motivace k myslivecké činnosti, přičemž je sledována role různých motivů myslivosti a jejich souvislost s charakteristikami osobnosti. Výzkumu se zúčastnilo celkem 503 osob, z toho bylo 112 žen a 391 mužů. Data byla získána původním dotazníkem zjišťujícím motivaci k myslivosti a dotazníkem HEXACO, který měří šest dimenzí osobnosti. Na základě faktorové analýzy bylo odvozeno pět motivačních tendencí k myslivosti. Nejsilnějšími jsou motivy uznání a sdílení. Zjištění ukazují rozdílné vztahy motivů k osobnostním dimenzím. Častější jsou negativní korelace. Motiv prestiže negativně koreluje s poctivostí – pokorou, podobně je to u motivu agrese, který navíc ještě koreluje se svědomitostí. Z pozitivních korelací jsou nejsilnější vztahy motivů rozptýlení a agrese s emocionalitou. Pozorovat lze další signifikantní korelace, většinou se však jedná o slabé vztahy.
Organized hunting activity has become a phenomenon in the Czech Republic during the 20 th century. Foreign studies aimed at hunting disclosed various motives for hunting (e. g. Hinrichs et al., 2021). Motivation is closely related to personality traits, so we were interested in the relation between hunting motives and personality traits in Czech hunters. Research was oriented to study which motivational tendencies are applied in the motivation for hunting and how they relate to each other. It was also examined whether there were differences between men and women in motivation. The crucial question was the relation between motives for hunting and personality traits. The sample consisted of 503 respondents, of whom 112 were women (22.27 %) and 391 were men (77.73 %). The sample was obtained using snowball technique, self-selection, and occasional selection. The data were obtained by the original Scale of hunting motives (Scale HM) and the HEX- ACO questionnaire (Ashton & Lee, 2009). The introductory questions concerned demo- graphics and information about hunting activities. The Scale of hunting motives consists of 30 items. Respondents answer on a five -point Likert scale. The questionnaire was inspired by the Volunteer Motivation Inventory (McEwin & Jacobsen -D’Arcy, 2002). The HEXACO questionnaireconsists of 60 items. It measures six basic dimensions of personality (honesty–humility, emotionality, extraversion, agreeableness, conscientiousness, and openness to experience). The data was obtained electronically using Google forms. The analysis of principal components of Scale HM identified five motivational tendencies: appreciation (self -esteem); prestige (excitement);distraction (relaxation); aggression (hostility) and sharing (affiliation). Appreciation and sharing proved to be the dominant motives, while aggression was the weakest. The results show different relationships between motives and personality dimensions. Negative correlations are more common. The motive of prestige negatively correlates with honesty – humility, similarly to the motive of aggression, which also correlates with conscientiousness. The strongest positive correlationis between distraction and emotionality. Other significant correlations can be observed, but most of them are weak. The findings showed significant differences in motives between men and women.Compared to men, women have stronger motives for sharing and relaxing. The men above score in the prestige motive. The connections between hunting motives and personality dimensions are mostly consistent with how the dimensions of the HEXACO model are characterized (Ashton et al., 2000; Ashton & Lee, 2007). But we observe rather weaker relations of the examined variables, pointing out that greater role in developing the motives of hunters can be attributed to other factors. Limits of the research is the use of Scale of hunting motives, which is in developmentand additional psychometric verification is required. The internal consistency of multiple subscales does not reach the optimal value. The sample was large, which is an indisputable advantage. On the other hand, it was not a random selection, and this reduces the possibility of generalization of the results.
Intimate partner violence (IPV) among university students is a prevalent problem in many countries; however, it is not currently recognized in Kosovo as a social issue in terms of research, prevention, and intervention. The aim of this article was to examine the relationship between violence socialization experiences, approval of violence, and IPV perpetration/victimization among university students in Kosovo. The questionnaires were administrated to a convenience sample of 700 students of University of Prishtina who were in relationship for 1 month or longer. The Revised Conflict Tactics Scale (CTS-2) was used for measuring physical, psychological, and sexual violence, whereas for measuring violence socialization and violence approval, scales from Personal and Relationships Profile (PRP) were used. Findings from this study show that there were statistically significant gender differences in terms of socialization and approval of violence among university students. Similarly, perpetrators and victims of IPV (physical, psychological, and sexual violence) showed higher rates of socialization of violence and tolerance toward IPV. Besides, findings indicate that approval of violence mediates the relationship between socialization of violence and IPV perpetration and victimization, for both genders. The implications of the current findings within a cultural context are also discussed.
- MeSH
- analýza mediace MeSH
- dospělí MeSH
- lidé MeSH
- mladý dospělý MeSH
- násilí mezi partnery psychologie MeSH
- násilí psychologie MeSH
- postoj * MeSH
- sexuální faktory MeSH
- socializace * MeSH
- sociální chování * MeSH
- studenti MeSH
- univerzity MeSH
- Check Tag
- dospělí MeSH
- lidé MeSH
- mladý dospělý MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
- Geografické názvy
- Kosovo MeSH
Článek se zabývá souvislostmi mezi emoční inteligencí (EI) a machiavelismem. Ačkoli bývá EI zpravidla považována za ryze pozitivní osobnostní charakteristiku, existují názory, že jedinec může své emoční schopnosti „machiavelisticky“ zneužít k dosažení vlastních cílů. Na základě provedeného výzkumu u českých vysokoškolských studentů (N = 935) bylo zjištěno, že vyšší mírou EI jako vnímané schopnosti disponují ženy (na úrovni subškál však byly rozdíly patrné jen v oblasti vyjadřování emocí a regulace emocí ostatních), vyššího skóru machiavelismu naopak dosahovali muži. Kanonická korelační analýza odhalila komplexní vztahy EI a machiavelismu a zároveň nejednotnost škály machiavelismu MPS: Machiavelistická nedůvěra vůči ostatním a amorálnost souvisela s vyjadřováním emocí negativně, kdežto touha po moci pozitivně. Diskuze je věnována otázce, zda lze touhu po moci považovat za negativní/ antisociální.
This article seeks to investigate the links between emotional intelligence (EI) and Machiavellianism. Despite EI being generally considered a purely positive personality characteristic, some believe that an individual may misuse his emotional abilities in a Machiavellian manner in order to achieve his own goals. The research conducted among Czech university students (N = 935) showed that females have a higher level of self-report ability EI (note that on a subscale level, the difference was found only in Emotional Expression and Emotional Regulation of Others), whereas males score higher in all measures of Machiavellianism. Complex relationships between EI and Machiavellianism along with an inconsistency of the trait of Machiavellianism captured by the Machiavellian Personality Scale (MPS) were discovered using the canonical correlation analysis: the Machiavellian Distrust of Others and Amorality were negatively related to Emotional Expression, nevertheless, Desire for Control was positively related to Emotional Expression. The discussion addresses the question of whether one’s desire
Problematické používanie internetu (PIU - Problematic internet use) je považované za relatívne novú oblasť rizikového správania, ktorá sa zaoberá nekontrolovateľným používaním internetu s negatívnymi dopadmi na jednotlivca (Caplan, 2010). Príspevok sa zameriava na skúmanie vzťahov medzi faktormi osobnosti, depresivitou a PIU u študentov stredných a vysokých škôl v ostravskom regióne a ktoré z týchto faktorov predikujú PIU v našej vzorke študentov. Výskumu sa zúčastnilo 279 respondentov (79,9% žien, M = 18,5 roka, SD = 2,73). Pri zbere údajov bola použitá batéria testov - faktory osobnosti boli merané prostredníctvom dotazníka HEXACO (Ashton & Lee, 2009), depresivita bola meraná modifikovanou verziou Beckovho inventáru depresie (MBDI, Schmitt, Beckmann, Dusi, Maes, Schiller & Schonauer, 2003), problematické používanie internetu bolo merané prostredníctvom dotazníka GPIUS2 Generalized problematic internet usescale (Caplan, 2010). Výsledky pearsonovho korelačného koeficientu potvrdili pozitívny vzťah medzi depresivitou, emocionalitou a PIU. Medzi osobnostnými faktormi poctivosť-pokora, extroverzia a svedomitosť sa preukázal negatívny vzťah k PIU. Výsledky regresnej analýzy poukázali na štyri faktory - svedomitosť, depresivita, poctivosť-pokora a emocionalita, ktoré vysvetľujú 26% variancie problematického používania internetu.
Problematic internet use (PIU) is considered as a relatively new area of risk taking behaviour, which deals with uncontrolled use of the Internet with negative outcomes (impact) on individuals (Caplan, 2010). This paper focuses on relationship between personality factors, depression and problematic internet use among students of secondary schools and universities in Ostrava region. The aim of the paper was to determine whether personality factors and depression predict problematic internet use among young students. Studies dealing with problematic internet use (Caplan, 2010; Young 1998; Davis, 2001 etc.) show that personality is one of the factor which may be associated with internet addiction or other forms of risk behaviour (Kolibáš, Novotný, 1996; Kopasová, 2000; Hemochová, Vaňková & Drlíková in Výrost & Slameník, 2001). Personality was measured by the questionnaire HEXACO (Ashton & Lee, 2009), depression was measured by a modified version of Beck Depression Inventory (M-BDI; Schmitt, Beckmann, Dusi, Maes, Schiller &Schonauer, 2003), the problematic internet use was measured by Generalized problematic internet use scale (GPIUS2; Caplan, 2010). The research sample consisted of 279 students of secondary schools and universities in Ostrava region. There were 200 (71.7%) high school students while the number of the university students was 79 (28.3%). The mean age of the sample was M = 18,5 years, SD = 2,73 and 79,9% were women. The results of Pearson correlation coefficients showed a positive relationship between depression, emotionality and PIU. Between the personality factors honesty-humility, extroversion and conscientiousness was a negative relationship with the PIU. Results of the regression analysis showed four factors - conscientiousness, depression, honesty-humility and emotions that explain 26% of the variance of the Problematic internet use among our research sample. The results confirm the importance of examining personality factors and depression in relation to the PIU. It can be said, that these findings confirm the importance of examining the modern global social issue - problematic Internet use among students at secondary school and universities. It is also important to pay attention to the occurrence of depressive symptoms in adulthood. Results can be used as a basis for development of preventive programs, education programs or trainings programs, which could help to raise awareness in the field of information technologies and their negative impact on the mental life. This study has several limits. There is unequal representation of men and women as well as greater representation of secondary school students. Electronic data collection can be another limit of the study.
Studie je zaměřená na problematiku konstruktu rysové emoční inteligence, který je zkoumán ve vztahu s tendencemi k jednotlivým druhům prosociálního chování u adolescentů a adolescentek. Cílem bylo zjistit, zda faktory rysové emoční inteligence a jednotlivé druhy prosociálního chování spolu souvisí. Dílčím cílem bylo srovnání jednotlivých faktorů rysové emoční inteligence a tendencí k prosociálnímu chování mezi dívky a chlapci.
The paper is devoted to concept of trait emotional intelligence, which is studied in relation to tendencies of different types of prosocial behavior in adolescents. The aim was find out, if factors of trait emotional intelligence and different forms of prosocial behavior relate to each other. The partial aim was comparison of factors of trait emotional intelligence and tendencies to prosocial behavior between girls and boys.
- MeSH
- altruismus MeSH
- chování mladistvých * MeSH
- emoční inteligence * MeSH
- faktorová analýza statistická MeSH
- lidé MeSH
- mladiství MeSH
- mladý dospělý MeSH
- motivace MeSH
- průzkumy a dotazníky MeSH
- sociální chování * MeSH
- sociální přizpůsobení * MeSH
- vývoj mladistvých MeSH
- Check Tag
- lidé MeSH
- mladiství MeSH
- mladý dospělý MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- hodnotící studie MeSH
Predpokladá sa, že emočná inteligencia (EI) ovplyvňuje proces zvládania záťažových situácií smerom k využívaniu efektívnejších postupov. Uskutočnili sme výskum, v ktorom sme zisťovali vzťah emočnej inteligencie a zvládania v konkrétnych situáciách, a to v súbore žiakov 6. a 7. ročníkov ZŠ (125 detí, 72 dievčat a 53 chlapcov). EI bola meraná ako schopnosť pomocou testu STEU (Situačná skúška emočného porozumenia). Coping bol zisťovaný dotazníkom PBSS(Možnosti správania v situáciách záťaže), ktorý obsahuje popis 6 situácií zo školského a rodinného prostredia a 13 variant copingového správania v týchto situáciách. Výsledky poukazujú na to, že vzťah emočnej inteligencie a zvládania je podmienený situačne, teda líši sa v závislosti od obsahu udalostí a nemá univerzálnu podobu.
It was supposed that emotional intelligence (EI) influences process of coping with stressful situations in direction of using effective coping routines. We carried out research in which we studied the relation between emotional intelligence and coping in specific situations. The sample consisted of 6th and 7th graders of public elementary school (125 children, 72 girls, 53 boys). EI was measured as an ability with STEU test (Situational test of emotional understanding). Coping was measured with PBSS Scale (Possibilities of behavior in stressful situations), which contents 6 situations from school and family context and 13 variants of coping behavior in these situations. Results point out that relation between emotional intelligence and coping is determined by specific contextual situations. This means it differentiates in dependency to content of events and situations and it doesn´t have a universal character.
- Klíčová slova
- zvládnutí, zátěžové situace, dospívající,
- MeSH
- adaptace psychologická * MeSH
- emoce fyziologie MeSH
- emoční inteligence * klasifikace MeSH
- lidé MeSH
- mladiství * MeSH
- průzkumy a dotazníky využití MeSH
- psychický stres prevence a kontrola MeSH
- studenti psychologie MeSH
- Check Tag
- lidé MeSH
- mladiství * MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- grafy a diagramy MeSH
- práce podpořená grantem MeSH
- Klíčová slova
- ošetřovatelská péče, dotazníkové šetření, vzdělání, výzkumná studie,
- MeSH
- emoce MeSH
- emoční inteligence MeSH
- zdravotní sestry MeSH
