This study is based on an original eight-wave longitudinal survey conducted in the Czech Republic (N = 1622, national quota sample). Structural equation modeling (SEM) was employed to create a mediation model to test whether democratic spirit assessed in March 2021 (1 year before the Russian invasion) predicted responses to the major crisis (measured immediately, 2 months, and 9 months after the invasion). The Russian invasion of February 2022 deeply impacted Czech democrats. They reacted by a strong increase in positive emotions toward Ukraine/Ukrainians (e.g., compassion, admiration to courage), a milder increase in negative emotions (e.g., anger) and physiological discomfort. The Russian invasion further strengthened the democratic identity of the Czech citizens which increased their willingness to help Ukraine, both personally and by government. Finally, the democratic spirit of 2021 predicted hope for Ukraine and for Czechia in late 2022 when various crises cumulated. Notably, the direct effect of democratic spirit on future hope was non-significant unless respondents were concerned with some aid to Ukrainians. Help completely mediated the democratic spirit and was linked to hope. The relationship between democratic values and hope was strong and spanned almost 2 years and cumulated crises. The study suggests that democratic values are significantly related to positive reactions to stressful conditions. The protective effect of the democratic spirit seemed beneficial both to one's health and delivering help to victims.
- MeSH
- dospělí MeSH
- emoce * MeSH
- lidé středního věku MeSH
- lidé MeSH
- longitudinální studie MeSH
- mladý dospělý MeSH
- naděje * MeSH
- ozbrojené konflikty psychologie MeSH
- Check Tag
- dospělí MeSH
- lidé středního věku MeSH
- lidé MeSH
- mladý dospělý MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
- Geografické názvy
- Česká republika MeSH
- Rusko MeSH
- Ukrajina MeSH
Mate choice in humans is specific by the involvement of kin both in partner choice and in the functioning of the relationship. The influence of relatives ranges from providing advice all the way to arranged marriages. Existing research so far tended to map neither the actual parental interventions and further reactions (counteractions) nor the independently pursued behavior (actions) by which the offspring or their partners assert their interests. This study identified such sets of behaviors through semi-structured individual interviews with members of 20 dyads of adult offspring and their biological parents (five son-mother, five son-father, five daughter-mother, and five daughter-father dyads). Thematic analysis revealed sets of parental actions aimed at the offspring, their partners, and the couple as a whole, as well as further counteractions (reactions to parental interference) and independently pursued behavior (actions) of the offspring and their partners aimed at the parents in the context of the offspring's previous or current relationship. Our findings showed that parental interference differed depending on the recipient: toward the couple were applied mainly indirect and supportive parental actions, whereas when facing their offspring or offspring's partner, parents' actions were more direct and disruptive. Our results thus indicate the importance of reporting about actual interactions which differ from the hypothetical settings used in prior studies by lower intensity. Moreover, by interviewing both members of dyads, we expanded the sets of actions and counteractions identified by prior studies and managed to limit self-reporting bias.
Preschool children are generally inaccurate at evaluating past and predicting future performance. The present study examines the effect of performance feedback on the accuracy of preschoolers' predictive judgments and tests whether performance feedback acts as an anchor for postdictive judgments. In Experiment 1, preschool children (n = 40) solved number patterns, and in Experiment 2 they solved object patterns (n = 59). The results in both experiments revealed, firstly, that children receiving performance feedback made more accurate predictive judgments and lowered their certainty after their incorrect answer. Secondly, the children relied on performance feedback more than on actual task experience when making postdictive judgments, indicating that performance feedback was used as an anchor for subsequent postdictive judgments.
- Publikační typ
- časopisecké články MeSH
Ciele. cieľom štúdie je sledovanie porozume-nia textu a jeho metakognitívneho monitoringu u detí predškolského veku v závislosti od socio-kultúrnych podmienok rodinného prostredia, v porovnaní s klasickými prediktormi gramot-nosti zastúpenými niekoľkými ukazovateľmi fonematického uvedomovania. Výskumná vzorka. skupina 327 detí predškol-ského veku z bežných rodín sa porovnávala so skupinou 55 detí z rodín s nízkym sociálno-eko-nomickým statusom. Hypotéza. Predpokladalo sa, že deti z nízkopríj-mových rodín budú v porovnaní s referenčnou skupinou dosahovať horšie výsledky osobitne v ukazovateľoch gramotnosti vyžadujúcich bo-haté skúsenosti s čítaním, t.j. porozumení textu a jeho metakognitívneho monitoringu. Štatistické analýzy. rozdiely medzi skupinami boli testované t-testom pre nezávislé výbery, na analýzu presnosti monitoringu správnych a nesprávnych odpovedí bol použitý chí-kvad-rát test a vzťah medzi presnosťou monitoringu a výkonom v dvoch úlohách na porozumenie textu sa testoval použitím 2-faktorovej AnoVA. Výsledky. Výsledky ukázali, že deti z nízko-príjmových rodín podávali signifikantne nižšie celkové výkony vo všetkých ukazovateľoch gramotnosti, pričom rozdiely medzi skupinami záviseli aj od charakteru a náročnosti úlohy. V metakognitívnom monitoringu vykazovali navyše štatisticky významne vyššiu tendenciu k podceňovaniu správnych výkonov, čo pouka-zuje na znížené sebahodnotenie týchto detí. Limity štúdie. Hlavným obmedzením štúdie je nedostatok informácií o každodenných čitateľ-ských aktivitách v rodinách sledovaných detí.
Objectives: The aim of the study is to investigate reading comprehension and metacomprehension as they occur in preschool age in relation to sociocultural environment of the family, in comparison with traditional predictors of beginning reading acquisition represented by several indicators of phonological awareness. Participants and setting: A group of 327 preschool-age children from middle-SES families and 55 children from low-SES families was compared. Hypotheses: We assumed that children from low-SES families would perform worse than children from middle-SES families namely in literacy tasks requiring specific social experience with reading, i.e. text comprehension and metacognitive monitoring. Statistical analysis: The differences between the groups were tested using independent samples t-tests, monitoring accuracy on the correct and incorrect answers using the Chi-Squared test, and the relationship between monitoring accuracy and performance in the two text comprehension tasks using 2-way ANOVA. Results: We have found that children from low-SES families demonstrated significantly lower overall performance in all literacy tasks, however, the group differences in text comprehension varied in relation to the task difficulty (complexity and the level of comprehension). Moreover, in metacognitive monitoring, children from low-SES families showed significantly higher tendency to underestimate their correct performance, indicating lower self-esteem. Study limitations: The main limitation of the study was the lack of information about everyday reading behaviour of children except the one exhibited in our tests. In the study that will follow we plan to employ the questionnaire aimed specifically on assessment of usual reading behaviour of both, children and parents.
