OBJECTIVES: The aim of this qualitative study was to identify the main factors that help and hinder adolescents' wellbeing at school using their perspectives and experiences. METHODS: We used data from 45 adolescents in the first year of high school in Slovakia (mean age = 14.98; 22.2% boys). We obtained the data using 11 semi-structured group interviews conducted in 2020/2021. Participants were selected from three types of high school with regard to graduation system. Data was analysed using consensual qualitative research and thematic analysis. RESULTS: We identified three main themes of factors contributing to their wellbeing at school: 1. School (atmosphere and organisation of life at school, physical environment, threats and the ability of school to deal with issues); 2. Relationships (with peers and teachers, and teachers' behaviour towards them); 3. Myself (own perceived obstacles and resilience resources). CONCLUSION: The organisation of life at school, surroundings, threats and dealing with issues importantly affect adolescents' wellbeing. Therefore, adjustment of physical environment and interpersonal competences of teachers, supporting of resilience resources of adolescents should be targets for interventions and prevention programmes at schools.
- MeSH
- interpersonální vztahy MeSH
- kvalitativní výzkum * MeSH
- lidé MeSH
- mladiství MeSH
- osobní uspokojení MeSH
- rozhovory jako téma MeSH
- školy * MeSH
- studenti psychologie MeSH
- učitelé psychologie MeSH
- Check Tag
- lidé MeSH
- mladiství MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
- Geografické názvy
- Slovenská republika MeSH
OBJECTIVES: This repeated cross-sectional study aimed to (a) report trends in adolescents' perceived family, friend, classmate, and teacher support, (b) estimate the extent to which each source of support related to life satisfaction across space and time, and (c) ascertain whether sociodemographic factors moderated the relationship in question. METHODS: We relied on data pertaining to the 2013/14, 2017/18, and 2021/22 waves of the Health Behaviour in School-aged Children study. The examined sample covered 44 countries and regions (n = 716,083; MAGE = 13.6; SDAGE = 1.64; 50.7% female). RESULTS: The level of all sources of perceived social support slightly decreased over the examined period (all ω2 < .01). Family support involved the largest association with life satisfaction (β = 0.16); friend support, the lowest one (β = 0.03). These associations varied only tenuously across space and time. Sociodemographic factors moderated the link between perceived social support and life satisfaction to a negligible-to-weak extent. CONCLUSION: Levels of perceived social support and their associations with life satisfaction subtly changed. Future research may attempt to pinpoint the macrosocial levers of these temporal dynamics.
- MeSH
- lidé MeSH
- mladiství MeSH
- osobní uspokojení * MeSH
- přátelé psychologie MeSH
- průřezové studie MeSH
- sociální opora * MeSH
- sociodemografické faktory MeSH
- Check Tag
- lidé MeSH
- mladiství MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
INTRODUCTION: Research on adolescents' academic performance has mostly focused on the contribution of objective factors, such as socioeconomic situation of the family or individual cognitive skills and school results. Evidence with a focus on adolescents' subjective experiences is scarce. The aim of this qualitative study was to explore factors related to adolescents' academic performance from their perspectives. METHODS: We used data from 11 group semi-structured interviews conducted in 2020/2021 with 45 adolescents in the first year of high school in Slovakia (mean age = 14.98; 22.2% boys). Participants were selected from three types of high school with regards to the graduation system. We analysed the data using consensual qualitative research and thematic analysis. RESULTS: Based on the statements of the adolescents, we identified five main themes of factors that affect their academic performance. Adolescents reported that the following contribute to their academic performance: the contents and methods of teaching; how teachers behave and do their jobs; the way in which adolescents study and what motivates them; support within and outside the school, and the environment and appearance of the school. Adolescents reported that improving the curricula and using teaching methods that balance theoretical information with practical skills training would help their academic performance immensely. CONCLUSION: We identified several factors related to adolescents' academic performance using their own perspectives and experiences. Strengthening the capacities of teachers may largely benefit adolescents' educational process and further academic performance.
- Publikační typ
- časopisecké články MeSH
Interpretatívna fenomenologická analýza (IPA) nám dáva možnosť nahliadnuť doskúseností jednotlivcov apriblížiť nám, aké to je byť ažiť, napríklad surčitým špecifi kom, akým je aj porucha pozornosti a hyperaktivity – ADHD. O ADHD nemož no hovoriť len v detskom veku, vzhľ adom na pretrvávajú ce symptó my a ich zmeny, ktoré sa manifestujú aj v dospelosti. Prítomnosť ADHD môže ovplyvniť to, ako človek prežíva momenty svojho života. Náš príspevok práve prostredníctvom IPA a interview životného príbehu umožňuje čítať životnú knihu jednej osoby. Kapitoly tejto knihy obsahujú nielen vý pis symptó mov ADHD, ale aj ich prež í vanie a interpretá ciu konkré tnym č lovekom, ich dopad na viaceré oblasti jeho ž ivota, č i rôzne efektí vne č i menej efektí vne straté gie zvlá dania tejto poruchy. Naprí klad pros- tredníctvom metafory „tlakového hrnca“, ktorú nám ponúka náš participant, máme možnosť nahliadnuť doreálnych skú seností č loveka, ktorý svoje vnú tro prirovnáva k variacej vode. Keď tá to voda vytvorí neú nosný tlak, vybuchne.
Interpretive phenomenological analysis (IPA) gives us an insight into the experiences of individuals and brings us closer to what it is like to be and live with, for example, a specific disorder such as attention deficit and hyperactivity disorder - ADHD. ADHD is not typical only for childhood, some symptoms are persistent and manifest themselves also in adulthood. The presence of ADHD may affect how an individual experiences the moments of their life. This paper allows us to read the life book of one person through the IPA and life story interview. The chapters of this book contain not only a list of ADHD symptoms, but also the participant ́s experiences and interpretations, their impact on several areas of his life, or various effective or less effective coping strategies for this disorder. For example, through the metaphor of a "steam pot" offered by our participant, we have an opportunity to understand the real experiences of a person who compares their inner self to boiling water. When this water builds up an unbearable pressure, it explodes.
- Klíčová slova
- interpretativní fenomenologická analýza,
- MeSH
- hyperkinetická porucha * psychologie MeSH
- lidé MeSH
- mladý dospělý psychologie MeSH
- muži psychologie MeSH
- rozhovory jako téma MeSH
- vyprávění MeSH
- Check Tag
- lidé MeSH
- mladý dospělý psychologie MeSH
- mužské pohlaví MeSH
- Publikační typ
- kazuistiky MeSH
Porucha pozornosti je neurovývinová porucha, ktorá ovplyvňuje mentálne a ociálne fungovanie jednotlivca nielen v detstve. Jej vplyv na vysokoškolské vzdelávanie a pracovný život sa v ostatných dvoch desaťročiach intenzívne študuje. Cieľom tohto prehľadu bolo analyzovať, ktoré premenné súvisiace s poruchou pozornosti sa skúmajú u vysokoškolských študentov, ktoré metódy sa používajú na identifikáciu jednotlivcov so symptómami poruchy pozornosti vo vysokoškolskom vzdelávaní, a ktoré inhibítory a facilitátory môžu ovplyvniť vysokoškolské štúdium osôb so symptómami porúch pozornosti. Na základe rešerše z databázy Web of Science-Core Collection za obdobie 1. 1. 2011 – 31. 12. 2020 autorky identifikovali štúdie, ktoré kúmali premenné súvisiace s vysokoškolským štúdiom osôb s poruchou pozornosti. Z pôvodne identifikovaných 307 štúdií do prehľadu zaradili 41. Na identifikáciu jednotlivcov s poruchou pozornosti výskumníci používali kombináciu metód vrátane vlastného deklarovania diagnostikova - nej poruchy, potvrdenia odborníkom a sebahodnotiacich škál symptómov poruchy pozornosti. Skúmané premenné boli zlúčené do siedmich obsahových kategórií. Výsledky ukazujú, že vysokoškolskí študenti s poruchami pozornosti sú zraniteľnou skupinou. Štúdie sa zameriavali skôr na inhibujúce faktory než na faktory, ktoré facilitujú akademický výkon a úspešnosť študentov s poruchou pozornosti. Ďalší výskum by sa mal zamerať na facilitujúce premenné a efektivitu akomodácií a intervencií, ktoré vysoké školy poskytujú tejto skupine študentov.
Attention deficit disorder is a neurodevelopmental disorder that affects the mental and social functioning of an individual not only in childhood. Its impact on higher education and work life has been studied intensively over the last two decades. This review aims to analyse, which variables related to attention deficit disorder are studied among university students, which methods are used to identify individuals with attention deficit disorder symptoms in higher education, and which inhibitors and facilitators may affect university studies of individuals with attention deficit disorder symptomatology. Authors searched Web of Science – Core Collection from 1. 1. 2011 to 31. 12. 2020 for studies that investigated study-related variables in students with attention deficit disorder. The initial search identified 307 studies, 41 of them were eligible for further analysis. To identify the individuals with attention deficit disorder, the researchers used a combination of methods including self-report of previously diagnosed disorder, expert confirmation, and self-report scales of attention deficit disorder symptoms. The studied variables were merged into seven content categories. The results of the studies show that university students with attention deficit disorders make a vulnerable group, studies mainly focused on inhibiting factors rather than those that facilitate students ́ performance and success. Further research should focus on the facilitating variables and the effectiveness of accommodations and interventions provided by universities for this particular target group of students.
Ciele. Cieľom tejto deskriptívnej štúdie je zistiť, aká je úroveň empatie podľa konceptu Barona- -Cohena u slovenských učiteľov a študentov učiteľstva, analyzovať rozdiely medzi učiteľmi pre primárne a sekundárne vzdelávanie naprieč kariérovým cyklom, a analyzovať korelácie medzi empatiou a ďalšími profesijnými charakteristikami osobnosti učiteľov a študentov učiteľstva. Vzorka. Výskumnú vzorku tvoria učitelia a učiteľky a študenti a študentky učiteľstva z rôznych regiónov Slovenska (N = 508, Mvek = 26,44, 92 % vzorky tvorili ženy). Výskumné otázky. Aká je úroveň empatie učiteľov v porovnaní so všeobecnou populáciou? Aké sú rozdiely v úrovni empatie medzi učiteľmi pre primárne a sekundárne vzdelávanie naprieč kariérovým cyklom? Aký je vzťah medzi empatiou a ďalšími profesijnými charakteristikami osobnosti učiteľa? Štatistická analýza. Dáta boli analyzované pomocou štatistického softvéru SPSS a AMOS, boli použité metódy deskriptívnej štatistickej analýzy, Pearsonove korelácie, 2x2 ANOVA a konfirmačná faktorová analýza. Výsledky. Učitelia v praxi aj študenti učiteľstva dosahujú vyššie skóre kvocientu empatie než sa uvádza pre všeobecnú dospelú populáciu. Ženy skórovali významne vyššie ako muži, rozdiely boli zistené aj medzi jednotlivými kariérovými stupňami a profesijným zameraním učiteľov/ študentov učiteľstva, nie však v ich interakcii. Kvocient empatie pozitívne koreluje so sociálnymi kompetenciami, najmä s oblasťou vnímavosti/ citlivosti na iných ľudí a spoločenskosti. Limity štúdie. Výsledky štúdie sa vzťahujú len k jednému teoretickému konceptu empatie. Podobne ako v iných štúdiách môže byť limitujúcim faktorom aj sebaposudzovací charakter použitého výskumného nástroja.
Objectives. The goal of this descriptive study is to examine empathy among Slovak pre-service and in-service teachers based on Baron-Cohen‘s concept, to analyse the differences between primary and secondary school teachers across a career cycle, and to analyse correlations between teachers, empathy and professional personality characteristics. Sample and setting. The research sample consisted of pre-service and in-service teachers from Slovakia (N = 508, Mage = 26,44, 92% were females). Research questions. What is the teachers, empathy quotient compared to general population? What are the differences between primary and secondary teachers across the career cycle? How is teacher,s empathy related to other professional personality characteristics? Statistical analysis. The data were analysed in SPSS and AMOS software using descriptive statistics, Pearson correlation, 2x2 ANOVA and confirmatory factor analysis. Results. Both pre-service and in-service teachers scored higher in empathy than reported for general adult population. Women scored significantly higher than men, differences were found across career levels and teaching specialisations, however, not in their interaction. The empathy quotient appeared to correlate positively with social competences, mainly with sensitivity toward others and sociability. Based on the results the authors conclude that trainings of empathy and social skills should be implemented in teacher education.
Osobnostné predpoklady študentov učiteľstva pre výkon tejto náročnej profesie sú často diskutovanou témou. Cieľom tejto štúdie je zistiť úroveň profesijných charakteristík osobnosti študentov učiteľstva podľa Bochumského inventára. Dáta boli získané od 495 študentov učiteľstva z troch rôznych pedagogických fakúlt slovenských univerzít (Mvek = 22,24). Medzi súborom študentov učiteľstva a štandardizačnou vzorkou dotazníka (N = 373) sme zistili rozdiely najmä v dimenziách psychickej konštitúcie (emocionálna stabilita a odolnosť voči záťaži). Muži a ženy sa signifikantne líšia v dimenziách svedomitosť, rozhodnosť, schopnosť presadiť sa, emocionálna stabilita a sebavedomie. Medzi študentmi učiteľstva pre primárne a sekundárne vzdelávanie sú významné rozdiely len v dimenziách rozhodnosť a chuť pracovať v tíme. Výsledky ponúkajú priestor pre diskusiu o možnostiach rozvíjať profesijné charakteristiky osobnosti učiteľov už počas pregraduálneho štúdia.
Problem: Personality dispositions of student teachers are often discussed as an import predictor of their effective teaching, classroom management, or coping with challenging school situations. The aim of this study is to investigate professional personality characteristics of student teachers using Bochum personality inventory and to discuss the results in comparison with general population results and in the context of teacher training. Method: The data were obtained from 495 student teachers from three different faculties of education in Slovakia (Mage = 22.24; 11% of participants were male). They were enrolled in the teacher training for both primary and secondary education. The Bochum personality inventory is a self-report inventory consisting of 196 items divided into 14 dimensions (including: Achievement motivation, Power motivation, Leadership motivation, Conscientiousness, Flexibility, Action orientation, Social sensitivity, Relationship orientation, Sociability, Team orientation, Assertiveness, Emotional stability, Resilience, and Self-confidence). In this sample the inventory achieved satisfactory internal consistency (Cronbach‘s alpha and McDonald‘s omega ranging from .60 to .85). As far as the data were normally distributed, Welch‘s t-test and Pearson correlations were used to analyse the data. Results: No significant differences were found between teacher students who chose teaching as their first choice and those who opted for teaching as a substitute choice. Between the groups of student teachers for primary and secondary education, the differences were significant in the dimension of Action orientation and Teamwork with small size effect. Significant differences were found also between male and female student teachers. Female student teachers scored higher in Conscientiousness and Action orientation. Male student teachers had significantly higher scores in Assertiveness, Emotional stability and Self-confidence. Compared to Slovak standardisation sample student teachers scored higher in Social Sensitivity (d = .278). Lower scores were found in Self-confidence (d = .207), Flexibility (d = .230), Emotional Stability (d = .340) and Resilience (d = .472). Discussion and conclusion: The student teacher sample profiles differ from the Slovak standardization sample only with small size effect in five dimensions. The differences can be interpreted also in the context of sample specifications such as age and gender. As student teachers achieved lower scores in the area of psychological constitution, especially in the dimension of Resilience, further training possibilities are discussed. Another question is whether personality profiles based on professional characteristics can be used as a tool of teacher candidates’ selection or as a tool for career counselling, mentoring and training management for student and novice teachers.
