Kľúčové pôsobenie transformatívneho lídra je postavené na budovaní vzťahu medzi lídrom a jeho nasledovníkmi, ktoré môže byť protektívnym faktorom zvyšujúcim nielen pracovnú, ale i celkovú životnú spokojnosť. Výskumný súbor tvorilo 103 učiteľov tradičných základných škôl na strednom Slovensku. Transformatívne líderstvo bolo merané prostredníctvom Inventáru správania sa lídra (LPI) a životná spokojnosť pomocou Dotazníka životnej spokojnosti. Pre spracovanie výskumných údajov bol využitý program SPSS. Štúdia má komparačno - korelačný charakter. Z najvýznamnejších zistení vyplýva, že respondenti boli najspokojnejší v oblasti voľného času, (Mdn = 38) bývania (Mdn = 37) a v oblasti priateľstva (Mdn = 37). Naopak najnižšiu životnú spokojnosť dosahovali v oblasti financií (Mdn = 30) a v oblasti vlastných detí (Mdn = 30). V globále bolo zistené, že respondenti nevyužívajú často správanie typu inšpirácia spoločnou víziou, no v tomto porovnaní sa ukázalo, že začínajúci učitelia k nemu inklinujú viac ako učitelia s najdlhšou praxou. Okrem toho bola zistená pozitívna súvislosť transformatívneho líderstva a životnej spokojnosti zamestnancov v školskom prostredí z čoho vyplýva potreba rozvíjania kompetencií transformatívneho lídra u učiteľov i riadiacich pracovníkov v školstve.
Leadership, especially educational leadership, is one of the most frequently analyzed topics in present-day research. The Vega 1/0152/21 and APVV-17-0557 project „Psychological Approach to Creation, Implementation, and Verification of Educational Leader's Competence Model Development“, with the support of which the paper was created, seeks to draw attention to the under-representation of psychological categories, whose role seems to be essential in effective leadership. The paper attempts to characterize the most current style of leadership – transformational leadership. The key activity of a transformational leader is based on building a relationship between himself and his followers, which can become a protective factor increasing not only work but also overall life satisfaction. The aim of the study was to analyze the inter -relationships of life satis- faction and individual types of leadership behavior, as well as to test the significance of differences in these variables depending on the length of teachers‘ practice. The research was carried out in 2020. The research group consisted of 103 elementary school teachers in central Slovakia. Transformational leadership was measured through the Leader Behavior Inventory (LPI – Kouzes & Posner, 2017) and life satisfaction was measured using the Life Satisfaction Questionnaire (Fahrenberg, 1994). The SPSS program was used to process the research data. The data were processed by correlation analysis (Spearman's correlation coefficient), testing the significance of differences (Mann -Whitney's – U test). The findings show that the respondents were most satisfied in the area of leisure (Mdn = 38), housing (Mdn = 37), and in the area of friendship (Mdn = 37). On the contrary, they achieved lowest life satisfaction in the area of finance (Mdn = 30) and in the area of their own children (Mdn = 30). Globally, it was found that respondents often do not use inspirational behavior with a common vision, but comparison showed that beginning teachers tend to be more inclined to use it than their experienced colleagues. The finding that respondents give significant preference to these types of leadership behavior points to the possibility of developing leadership potential among younger teachers, or directly during undergraduate training. The positive connection between transformational leadership and life satisfaction was mainly found in the area of work, friendship and the personality of employees in the school environment. It is teachers -leaders in the educational environment that focus their activities on students and mutual cooperation between them and the teachers, which can lead not only to increasing the quality of the school, but also the quality of their own lives. By developing leadership competencies, it may subsequently be possible to initiate changes in the Slovak education system.
Štúdia analyzuje rozdiely a predikciu črtovej emocionálnej inteligencie Petridesa (2009, ďalej EI) a jej faktorov (well beingu, sebakontroly, emocionality, sociability) vo vzťahu k životnej spokojnosti podľa Dienera (2000) u vysokoškolákov v kros kultúrnom výskume (Ukrajinci [N=93; 47.3 % mužov, Mvek=21.6, SD=2.8] vs. Slováci [N=100; 51.8 % mužov, Mvek=20.1, SD=1.4]). Črtová EI bola posúdená Dotazníkom črtovej emocionálnej inteligencie krátka forma (TEIQue SF, Petrides, 2009) a životná spokojnosť škálou životnej spokojnosti Satisfaction with life scale (SWLS, Diener, Emmons, Larsen, & Griffin 1985). Metodiky boli adaptované na kultúrne prostredie. Signifikantné kros kultúrne rozdiely na hranici strednej vecnej významnosti sa preukázali v celkovej životnej spokojnosti (t=2.68, p≤.01; d=.39) a len vo faktore well beingu z črtovej EI (t=2.02, p≤.05; d=.29) s vyšším skóre pre slovenských študentov. Črtová EI vstupuje do vysoko signifikantného vzťahu v oboch skupinách so životnou spokojnosťou a umožňuje predikovať istú mieru variability v oboch skupinách (u Ukrajincov do 47 % [F (1,91) = 82.63, p≤.001] a u Slovákov do rozsahu 20 % [F (1,99) = 25.94, p≤.001]). Jediným signifikantným prediktorom v obidvoch skupinách pri kontrole všetkých faktorov črtovej EI bol faktor well being, ktorý zostal v signifikantnom silnom vzťahu s celkovou životnou spokojnosťou (r=.56, p≤.001). Štúdia zdôrazňuje facilitáciu celkovej životnej spokojnosti determinovanej sociálnymi okolnosťami ako možnosťami zvyšovania úrovne mentálneho zdravia.
Introduction: Promotion of mental health, prevention and treatment of mental disorders was accepted by WHO, the European Commission and the Council of Europe as their priority in the form of the European Declaration for Mental Health. This declaration is also elaborated in the WHO Action Plan for the European Commission (Health 2020, WHO 2015). These facts become a challenge for psychology in the 21st century, whose main goal is to convey, develop and teach individuals’ life skills enabling them to “survive”, so that they can effectively cope with life circumstances and become satisfied with their lives. It is beyond obvious, and supported by several researches, that life satisfaction is determined also by the social circumstances and conditions. Generation Z (born 1995–2010) and Generation Alfa (born after 2010) are the wisest generations there have been up to now; knowing more than any other generation, they have access to information on a global scale, but they seem to lack basic life skills to support their own mental health. One of the possibilities is to support facilitation of trait emotional intelligence facets (EI). Our main interest is reflected in trait EI by K.V. Petrides whose EI conceptualization and EI tools for three developmental stages (children, adolescents, adults) were standardized for the Slovak conditions. This model has empirically proved its incremental validity in predicting such variables as life satisfaction, happiness, stress management at work, depression, negative event ruminations, adaptive and maladaptive coping strategies etc. (Kluemper, 2008; Petrides, Perez Gonzalez, & Furnham, 2007; Petrides, 2009; Russo et al., 2012). In our cultural environment, it was verified with such variables as respondents’ overall health, depression, anxiety, post traumatic stress disorder, general self efficacy or coping strategies (Kaliská, Heinzová, & Nábělková, 2019). It consists of 15 facets forming four factors (well being, self control, emotionality, sociability) and global trait EI level. Goal: The aim was to analyze cross cultural differences and prediction of trait EI level and its four factors in two nationalities, Slovak and Ukrainian university students, in relation to Diener’s life satisfaction concept (2000). Diener categorized life satisfaction under subjective well being construct differentiating four individual components: 1) life satisfaction (cognitive part as an information based appraisal of individual’s life in relation to an envisioned ‘ideal’ life), 2) life satisfaction with important life aspects, 3) positive affect as hedonic evaluation guided by emotions and feelings, and 4) absence of negative affect. Methods: Research groups comprised Ukrainian university students from various universities in Kyjev, Ukraine (N=93; 47.3 % of males, Mage=21.6 years, /SD=2.8/) and Slovak university students from Matej Bel University in Banska Bystrica, Slovakia (N=100; 51.8 % of males, Mage=20.1 years /SD=1.4). Trait EI was assessed by Trait Emotional Intelligence Questionnaire Short Form (TEIQue SF; Petrides 2009) and life satisfaction by the Satisfaction with life scale (SWLS, Diener, Emmons, Larsen, & Griffin, 1985). Both tools were modified and adapted to local conditions.
Príspevok je venovaný problematike zvládania záťažových situácií v kontexte sebahodnotenia adolescentov. Výskumu sa zúčastnilo 154 respondentov. Stratégie zvlá-dania záťaže boli zisľované pomocou Tobinovho dotazníka – Coping strategies inventory (CSI) a úroveň sebahodnotenia pomocou Rosenbergovej škály sebahodnotenia. Hlavným cieľom bolo analyzovať špecifiká zvládania záťaže i sebahodnotenia v skupine stredoškolákov študujúcich na Stredných odborných školách pedagogických. Rovnako nás zaují-mali najčastejšie zdroje školskej záťaže, ktoré respondenti uvádzali za posledné 2 mesiace ich života, kde sme zistili, že týmto zdrojom je práve skúška. Špecifické bolo pôsobenie vlastnej sebaprezentácie v rámci praktických výstupov týchto žiakov. V oblasti súvislostí s preferenciou konkrétnej zvládacej stratégie a sebahodnotenia sme zistili, slabé signifkantné korelačné vzťahy – medzi odklonovou stratégiou vyhnutia sa problému a sebaponižovaním a celkovým sebahodnotením a negatívny vzťah medzi odklonovou stratégiou zameranou na emócie sebaobviňovaním a sebahodnotením adolescenta.
The present study deals with the issue of coping with stressful situations in the context of adolescents' self-evaluation. The dynamic period of adolescence is characterized by complex maturation, which primarily shows in reaching the balance between subjective understanding of the world and the real external world itself. The period of adolescence is full of changes that can potentially lead to stress, while the school environ-ment is important for the formation of self-awareness and self-esteem. The number of 154 respondents participated in the research presented in this paper, whose coping strategies were explored through the Tobin questionnaire. The coping strategies inventory (CSI) and the level of self-assessment were researched using Rosenberg's self-esteem scale, which enabled to determine the level of self-esteem, self-degradation, and the overall level of the respondents' self-esteem. The main objective of the study was to analyze the spe-cifics of coping with burden and self-evaluation in a group of secondary school students studying at secondary schools of education. Also, we were interested in the most common sources of stress that the respondents reported for the past 2 months of their lives, where we found that the main such source was testing. The effect of self-presentation within the practical output of these students was very specific. In relation to the preference of a particular coping strategy and self-evaluation, we discovered weak significant correlation relationships – between the diverse strategy of avoiding the problem and self-deg-radation and overall self-evaluation, and a negative relationship between the diversion strategy focused on the emotions of self-blame and self-evaluation in adolescents. The starting concept is the three-level model of coping strategies (Tobinov, 2001). This model integrates the situation, which is important from the point of view of the analysis of particular stressful situations, as well as the influence of dispositional personality char-acteristics on the choice of a coping strategy. Respondents participating in the research made most use of the diverse strategy for an escape to the imagination, or the inclination strategy to focus on the problem of cognitive restructuring. The strategies which showed the lowest values were diverse ones – the strategy for avoiding the problem and for so-cial isolation. It is obvious that the respondents reach higher values than the average in global self-evaluation. According to the results, adolescents have no problem with their self-esteem, which means they are aware of their value and can recognize their own qualities. However, the results show that the level of self-humiliation is above the average in adolescents, too, which thus confirms that this is an emotionally dynamic period. In adolescence, the self-assessment rate gradually stabilizes, and the individual is less likely to be subject to situational changes. That is why an adolescent who values and appreciates himself and trusts himself achieves above-average results in self-esteem, chooses inclination strategies and actively solves problems, uses cognitive restructuring, expresses his emotions, or seeks social support. The limit of this research is the size and gender dis-tribution of the research sample. The questionnaire methods used also have limitations; on the other hand, the main reason for their choice was, especially in the case of CSI, the situation, where they enabled us to analyze the sources of adolescents' burdens and coping with them.
- MeSH
- adaptace psychologická MeSH
- lidé MeSH
- psychický stres * MeSH
- studenti MeSH
- Check Tag
- lidé MeSH
Príspevok sa venuje analýze výskytu rizikového správania u žiakov mladšieho školského veku na základe hodnotenia učiteľov primárneho stupňa základných škôl prostredníctvom Škály rizikového správania žiaka (Mezera et al., 2000). Na základe výskumných zistení štúdia konštatuje prevalenciu agresie u 118 žiakov (z toho 74 chlapcov a 44 dievčat). Bol zistený štatisticky významný rozdiel (na hladine významnosti α = 0,05) v premenných asociálne správanie, antisociálne správanie, impulzívne správanie, maladaptívne správanie, negativistické správanie ako aj inklinovanie k problémovej skupine v prospech chlapcov. Štúdia zahŕňa podrobnejšiu analýzu celkového výskytu kategórií rizikového správania žiakov mladšieho školského veku posudzovaných učiteľom, ako aj rodové rozdiely vyskytujúce sa v jednotlivých kategóriách správania a tieto dáva do súvisu so zisteniami iných autorov Verešová & Hušvétyiová, 2005; Čerešník & Gatial 2014; Siquetra et al., 2010; Trentacosta & Shaw, 2012 a pod.).
In the last few years, it was recorded a significant increase of aggression, bullying, intolerance and other forms of inappropriate behaviour in children in primary and secondary schools. Problems at schools which are solved too late, or more often not solved at all, frequently cause not only the masking of these phenomena and thus provide support to aggressors but also the demotivation of teachers, burnout syndrome, dissatisfaction at work and so on. This study is trying to analyse an incidence of problem behaviour pupils in younger school age. Its aim is to present the results of our broadly conceived research which had the goal of ascertaining the opinions of teachers on the characteristics of aggression in younger schoolage pupils and the evaluation of risky behaviour of pupils by the primary school teachers.
- MeSH
- agrese psychologie MeSH
- chování dětí * psychologie MeSH
- dětská psychologie MeSH
- dítě MeSH
- dospělí psychologie MeSH
- genderová identita MeSH
- lidé MeSH
- poruchy sociálního chování psychologie MeSH
- problémové chování * psychologie MeSH
- šikana psychologie statistika a číselné údaje MeSH
- škály posuzující chování statistika a číselné údaje MeSH
- školy MeSH
- sociální problémy psychologie statistika a číselné údaje MeSH
- sociální psychologie MeSH
- studenti psychologie statistika a číselné údaje MeSH
- učitelé psychologie statistika a číselné údaje MeSH
- Check Tag
- dítě MeSH
- dospělí psychologie MeSH
- lidé MeSH
Aim:To analyze chosen aspects of the current psychological state of Slovak nurses, and their relation to preferred strategies forworkload management. Design:Cross-sectional study. Methods:The research sample consisted of 240 nurses. Mikšík's SUPSO questionnaire was used in order to record and evaluate the structure and dynamics of subjective experiences and conditions. Stress management strategies were identified through Tobin's Coping Strategies Inventory (CSI) questionnaire, and the frequency of the experience of individual emotions through the SEHP Emotional Subjective Habitual Wellbeing questionnaire. The relationships between the variables were subjected to the Spearman correlation coefficient. Results:Nurses reported lower levels of psychological wellbeing and activity than the population average, as opposed to asthenic experience ofstress and uncertainty. Regarding preference of coping strategies in the context of work, nurses mainly use problem solving, social support, and cognitive restructuring. Regarding the mutual relationship of current psychological state and preferencesincoping strategies, there were significant positive relationships between a positively-attuned psychologicalstate and aninclination toward problem-oriented strategies, and, in terms of negative experiences, with divergent strategies. Conclusion:Recognizing the relationship between nurses' current psychological state and preferences in terms of coping strategies allows the application of adequate preventive programs, thereby improving the physical wellbeing of nurses and their ability to copewith the demands of the profession, with potentially positive outcomes in specific nursing activities.
- MeSH
- deprese * MeSH
- duševní zdraví MeSH
- kvalita života MeSH
- průřezové studie MeSH
- psychický stres MeSH
- zdravotní sestry MeSH
- Publikační typ
- hodnotící studie MeSH
Cieľom výskumu bola analýza vzťahu subjektívnej pohody a výkonovej motivácie v zmysle teórie R. De Charmsa u športovcov študujúcich na VŠ. Výskum bol realizovaný na skupine respondentov – vysokoškolákov študujúcich na FTVŠ v Bratislave. Výskumný súbor tvorilo 58 mužov a 43 žien s vekovým priemerom 21,4 roka. Pre zber výskumných údajov sme použili dotazníkovú metódu. Takto získané údaje sme podrobili štatistickej analýze prostredníctvom Spearmanovho korelačného koeficientu. Z našich výskumných zistení vyplýva významná súvislosť medzi pôvodcovstvom – pešiactvom v správaní a subjektívnou pohodou respondentov.
The goal of the research was to analyze the relation between subjective well-being specified by the frequency of individually observed emotional experience, life satisfaction and the Origin – pawn in behaviour. The research was realized with the group of respondents – graduate students studying at FTVŠ in Bratislava. The research sample consisted of 58 males and 43 females with the age average 21,4. The questionnaire was used to collect the research data. These obtained data were analyzed by the statistical analysis of Spearmen’s correlation coefficient. According to our research findings, there is a significant relation between the respondents´ subjective well-being and the Origin – pawn theory.
Cieľom výskumu bola analýza vzťahu telesnej aktivity a subjektívnej pohody u vysokoškolských študentov. Výskum bol realizovaný na skupine respondentov – vysokoškolákov študujúcich na rôznych typoch vysokých škôl v SR. Výskumný súbor tvorilo 150 mužov a 230 žien s vekovým priemerom 20,8 roka. Pre zber výskumných údajov sme použili dotazníkovú metódu. Takto získané údaje sme podrobili štatistickej analýze prostredníctvom 2 – testu a Spearmanovho korelačného koeficientu. z našich výskumných zistení vyplýva významná súvislosť medzi stupňom športovej aktivity respondentov a častosťou prežívania jednotlivých emócií, ako i životnou spokojnosťou.
The goal of the research was to analyze the relation between a physical activity and subjective well-being specified by the frequency of individually observed emotional experience. The research was realized with the group of respondents – graduate students studying at various types of universities in the Slovak Republic. The research sample consisted of 150 males and 230 females with the age average 20,8. The questionnaire was used to collect the research data. These obtained data were analyzed by the statistical analysis of 2 – test and Spearmen’s correlation coefficient. According to our research findings, there is a significant relation between the respondents´ physical activity level and the individual emotional experiences and life satisfaction.
- Klíčová slova
- subjektivní pohoda, osobní pohoda, sportovní aktivita,
- MeSH
- emoce * MeSH
- lidé MeSH
- mladiství MeSH
- mladý dospělý MeSH
- osobní uspokojení * MeSH
- pohybová aktivita * MeSH
- průzkumy a dotazníky MeSH
- sporty * MeSH
- statistika jako téma MeSH
- studenti * MeSH
- univerzity * MeSH
- Check Tag
- lidé MeSH
- mladiství MeSH
- mladý dospělý MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
