Despite extensive evidence on the impact of various mental health issues including smartphone/internet addiction, and personality traits on academic achievement, little is known about the complex interactions between multiple of these factors simultaneously, as well as cross-country differences in these nuanced relationships. In particular, understanding the role of the mentioned addictions has become increasingly important in recent years in the context of the COVID-19 pandemic. The aim of this cross-country study was to investigate, using path analysis, the complex relationships between mental health determinants (depression, anxiety, stress, resilience, and smartphone/internet addiction) and academic achievement in 1785 Czech and Chinese university students using an online battery of psychological tests. The results confirmed the previously described effect of multiple factors (anxiety, stress, resilience, smartphone/internet addiction, personality traits, and sex, Extraversion, Agreeableness, Conscientiousness) on academic achievement, overlapping in most cases for both groups of students. At the same time, however, different country-dependent patterns of interactions emerged. For the Czech students, the variables formed a complex network of interacting factors, whereas for the Chinese students, the effect of each cluster of factors was separate for individual domains of academic achievement. These cross-country differences have implications particularly for planning and targeting the most effective interventions to promote and develop academic achievement.

• MeSH
• chytrý telefon MeSH
• COVID-19 * psychologie   epidemiologie   MeSH
• deprese psychologie   MeSH
• dospělí MeSH
• duševní zdraví MeSH
• lidé MeSH
• mladiství MeSH
• mladý dospělý MeSH
• návykové chování psychologie   MeSH
• netholismus * psychologie   MeSH
• osobnost * MeSH
• školní úspěšnost * MeSH
• srovnání kultur MeSH
• studenti * psychologie   statistika a číselné údaje   MeSH
• univerzity MeSH
• úzkost psychologie   MeSH
• Check Tag
• dospělí MeSH
• lidé MeSH
• mladiství MeSH
• mladý dospělý MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Česká republika MeSH
• Čína MeSH

Goal: This study aims to discover the interest of foster parents in cooperating with the school social workers in elementary schools to support the children's school success during foster care. Methods: The quantitative survey was based on a non-standardised questionnaire validated for comprehensibility and relevance by professionals in non-profit organisations who conducted a pilot survey with cooperating foster parents. The research group was created by purposive sampling (n = 102). Descriptive statistics and exploratory analysis methods were used to evaluate the obtained data. Results: Foster parents are provided with expert advice by a non-profit organisation supporting foster families in social services, child rearing, education, and health. In schools, they use the entire spectrum of consulting services of pedagogical staff. They are somewhat satisfied with the support services provided, but show an interest in working with the school social worker to support the children's school success, health, and well-being. Conclusion: The need to institutionalise the profession of a school social worker in a Czech primary school appears to be a desirable prospective support of a child's school success and healthy growth, and a necessary help for parents regarding health and social counselling and services, especially when dealing with challenging life situations associated with school attendance. The social worker's global role has already been institutionalised in many countries around the world.

• MeSH
• dítě v pěstounské péči * psychologie   MeSH
• lidé MeSH
• pěstounství psychologie   MeSH
• poradenství MeSH
• průzkumy a dotazníky MeSH
• školní úspěšnost MeSH
• školní zdravotnické služby MeSH
• sociální péče o dítě MeSH
• sociální práce MeSH
• Check Tag
• lidé MeSH

Duckworth and Seligman's seminal work found that self-discipline (self-control) was more salient for academic achievement than intelligence. Very little replication work exists, including in different cultures; the current study addressed these gaps. Data were collected from 6th and 7th grade cohorts of early adolescents (N = 589; age: Mean = 12.34 years, and SD = 0.89; 58% female) over two years. The study tested whether self-control was a stronger predictor than intelligence in explaining academic performance two years later as well as in explaining developmental changes over the course of two years. Path analyses provided evidence that both self-control and intelligence longitudinally predicted teacher-reported academic competence as well as school-reported grades; however, intelligence was a significantly stronger predictor than self-control. In addition, only intelligence predicted developmental changes in each measure of academic performance over time, self-control did not.

• MeSH
• dítě MeSH
• inteligence MeSH
• lidé MeSH
• mladiství MeSH
• sebekontrola * MeSH
• školní úspěšnost * MeSH
• školy MeSH
• stupeň vzdělání MeSH
• úspěšnost MeSH
• Check Tag
• dítě MeSH
• lidé MeSH
• mladiství MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH

The present study focused on the terms performance, achievement, and success that have often been used in an ambiguous manner in psychological research. The way in which the meaning of the domain-specific constructs referred to with the terms was established for measurement purposes was investigated on a sample of 262 articles that stemmed from 35 randomly selected journals covering the full range of psychological research. The operational definitions of the constructs referred to with the terms performance, achievement, and success were analysed and compared in both inter- and intra-domain fashion. Additionally, we assessed the match among the observed operational definitions and general conceptual definitions available in the extant literature. The results revealed terminology-related issues in educational and occupational research. Within these domains, lack of adherence to the multidimensionality of the constructs of academic performance, academic achievement, academic success, job performance, and career success was identified as a general issue. Further, the tendency to measure job performance via indicators based on self-rating was considered inadequate given the objective nature of the term performance. In educational research, the overlap of the academic performance, academic achievement, and academic success constructs was confirmed, resulting from the tendency to use GPA as a universal indicator of academic outcomes. Based on the present findings, we provided several recommendations in order to encourage future research towards a more transparent way of dealing with the particular constructs referred to with the terms performance, achievement, and success. We suppose the present study may help researchers in the full range of psychological disciplines to add clarity to their own research.

• MeSH
• lidé MeSH
• školní úspěšnost * MeSH
• studijní výsledky * MeSH
• stupeň vzdělání MeSH
• úspěšnost MeSH
• výzkumný projekt MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH

The treatment of children with posterior fossa brain tumours (PFBT) impacts their long term functional and imaging outcomes. This study aimed to evaluate academic achievement correlated with long-term sequelae after different PFBT treatment modalities. The study cohort consisted of 110 survivors (median age at diagnosis 10.1 years and median time of follow up 13.2 years) who completed hearing questionnaires, neurological assessment and MRI of the brain ≥5 years after the end of treatment. There were three treatment groups. A cisplatin group which underwent cisplatin chemotherapy, radiotherapy and surgery (medulloblastoma N = 40), a radiotherapy group which underwent radiotherapy and surgery (astrocytoma/ependymoma N = 30), and a surgery group (astrocytoma N = 40). Academic achievement was correlated to the age at diagnosis, ototoxicity, Karnofsky score (KS), and MRI findings (Fazekas Score (FS)- treatment related parenchymal changes). For a modelled age at diagnosis of five years, the cisplatin group had lower academic achievements compared to the radiotherapy (p = 0.028) and surgery (p = 0.014) groups. Academic achievements evaluated at a modelled age of 10 years at diagnosis did not significantly differ among the treatment groups. The cisplatin group exhibited a higher occurrence of ototoxicity than the radiotherapy (p<0.019) and surgery groups (p<0.001); however, there was no correlation between ototoxicity and academic achievements (p = 0.722) in older age at diagnosis. The radiotherapy group exhibited lower KS than the surgery group (p<0.001). KS significantly influenced academic achievements in all groups (p<0.000). The cisplatin group exhibited higher FS than the surgery group (p<0.001) while FS did not correlate with academic achievement (p = 0.399). Older age is a protective factor for academic achievements irrespective of a treatment modality.

• MeSH
• antitumorózní látky škodlivé účinky   MeSH
• cisplatina škodlivé účinky   terapeutické užití   MeSH
• dítě MeSH
• gliom epidemiologie   chirurgie   terapie   MeSH
• infratentoriální nádory epidemiologie   chirurgie   terapie   MeSH
• lidé MeSH
• mladiství MeSH
• neurochirurgické výkony škodlivé účinky   MeSH
• přežívající onkologičtí pacienti výchova   MeSH
• radioterapie škodlivé účinky   MeSH
• školní úspěšnost * MeSH
• věkové faktory MeSH
• Check Tag
• dítě MeSH
• lidé MeSH
• mladiství MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• práce podpořená grantem MeSH

Příručka a pracovní sešit, který se zaměřuje na aktivity pomáhající dětem s ADHD zvládat impulzivní chování a rozvíjet sociální dovednosti. Určeno dětem.

• MeSH
• dětská psychiatrie MeSH
• dítě MeSH
• hyperkinetická porucha * psychologie   terapie   MeSH
• rozvoj osobnosti MeSH
• sebekontrola MeSH
• self-management MeSH
• školní úspěšnost MeSH
• sociální dovednosti MeSH
• speciální vzdělávání MeSH
• Check Tag
• dítě MeSH
• Publikační typ
• populární práce MeSH
• příručky MeSH

• Konspekt
• Výchova a vzdělávání
• Literatura pro děti a mládež (naučná)
• NLK Obory
• psychiatrie
• pediatrie
• pedagogika
• NLK Publikační typ
• pracovní sešity

Cíle studie: Shrnout dosavadní poznatky o prenatálních, perinatálních a neonatálních faktorech ovlivňujících školní úspěšnost u dětí mladšího školního věku (do 12 let).Typ studie: Přehledová práce. Název a sídlo pracoviště: Národní ústav duševního zdraví, Klecany. Metodika: Přehledová práce s využitím akademických databází SCOPUS, WoS, ProQuest, MEDLINE, PsycArticles, PsycINFO a ERIC a vyhledávacího dotazu: (academ* OR schol* OR school*) AND (success* OR aptitude OR fail* OR abilit* OR perform* OR achiev* OR progress* OR outcom* OR attain*) AND (pregnan* OR prenatal* OR perinatal* OR childbirth OR (child AND birth) OR birth OR intrapart* OR postpart* OR preterm OR preterm OR premature OR (low AND birth AND weight) OR cesarean OR caesarean OR c-section OR (c AND section) OR breastfeeding OR (breast AND feeding)) AND (child* OR kid* OR pupil*). Zahrnuty byly pouze recenzované práce publikované v anglickém jazyce, nebylo zavedeno časové omezení pro datum publikace. Výsledky: Mezi hlavní faktory ovlivňující školní úspěšnost u dětí patří nedonošenost a faktory související se zdravím a životním stylem matky v těhotenství, jako např. užívání návykových látek, zdravotní problémy (zejména diabetes mellitus a hypotyreóza), psychiatrická diagnóza, užívání antiepileptik, stravovací návyky (re-strikce kalorického příjmu) a expozice škodlivým vlivům (těžké kovy, ionizační záření) a stresu. Školní úspěšnost může rovněž souviset s typem porodu a některými neonatálními faktory (např. s poruchami dýchání a/nebo krevního oběhu a infekcemi). Závěr: Faktory související s těhotenstvím, porodem a časným poporodním obdobím mohou mít negativní dopad na školní úspěšnost u dětí. Jejich včasné odhalení může napomoci k vytváření strategií pro včasnou podporu a intervenci u vulnerabilních skupin dětí.

Objective: To synthesize existing evidence about the effects of prenatal, perinatal and neonatal factors on academic performance in primary school age children (up to 12 years). Design: Review article. Setting: National Institute of Mental Health, Klecany. Methods: Literature review using databases SCOPUS, WoS, ProQuest, MEDLINE, PsycArticles, PsycINFO and ERIC with a search strategy (academ* OR schol* OR school*) AND (success* OR aptitude OR fail* OR abilit* OR perform* OR achiev* OR progress* OR outcom* OR attain*) AND (pregnan* OR prenatal* OR perinatal* OR childbirth OR (child AND birth) OR birth OR intrapart* OR postpart* OR pre-term OR preterm OR premature OR (low AND birth AND weight) OR cesarean OR caesarean OR c-section OR (c AND section) OR breastfeeding OR (breast AND feeding)) AND (child* OR kid* OR pupil*). Only peer-reviewed studies in English were included, no time limits for publication date were set. Results: The main factors influencing academic performance include prematurity and factors related to maternal health and life style in pregnancy (substance abuse, health complications such as diabetes mellitus and hypothyroidism, psychiatric diagnosis, use of antiepileptic drugs, dietary habits, especially restriction of caloric intake, exposure to harmful influences as heavy metals, ionizing radiation and stress). Academic performance has also been found to be associated with delivery mode and several neonatal factors, particularly respiratory or cardiac insufficiency and infection. Conclusion: Factors related to pregnancy, childbirth and the early postpartum period may have a negative impact on school success in children. Their early detection can help to develop strategies for early support and intervention in vulnerable groups of children.

• MeSH
• dítě MeSH
• komplikace těhotenství MeSH
• lidé MeSH
• perinatální péče MeSH
• prenatální poškození * MeSH
• školní úspěšnost * MeSH
• těhotenství MeSH
• Check Tag
• dítě MeSH
• lidé MeSH
• mužské pohlaví MeSH
• těhotenství MeSH
• ženské pohlaví MeSH

Ciele. Cieľom štúdie bolo zistiť: 1. Aký je obraz diurnálnych preferencií vysokoškolských študentiek (obraz diurnálnych preferencií ako veličiny i distribúcia typov diurnálnych preferencií)? 2. Existuje podmienenosť spánkových návykov (spánkový režim, hodiny spánku a hodina ukladania sa k spánku) diurnálnymi preferenciami? 3. Existuje podmienenosť preferovanej doby učenia sa a študijnej úspešnosti typmi diurnálnych preferencií? Súbor a metóda. Výskumný súbor tvorili univerzitné študentky (n = 96), u ktorých autori administrovali Dotazník ranných a večerných typov (Horne, Östberg, 1976) a Sebavýpoveďovú škálu SN – Spánkové návyky (Sarmány- -Schuller, 1996). Hypotézy. Študentky s ranným chronotypom majú pravidelnejší spánkový režim v porovnaní so študentkami s večerným chronotypom. Medzi študentkami s ranným a večerným chronotypom existuje rozdiel v preferovanej dobe učenia sa. Ranný chronotyp preferuje dobu učenia sa cez deň a večerný chronotyp preferuje dobu učenia sa večer. Existuje medzi študentkami troch chronotypov rozdiel v študijnej úspešnosti. Ranný chronotyp má lepší priemerný prospech na rozdiel od večerného chronotypu. Štatistická analýza. Metódami štatistického spracovania boli: deskriptívna štatistika (frekvencie, percentá, minimálne a maximálne hodnoty, priemery a štandardné odchýlky, medián, histogram, krabičkový graf, variabilita, kontingenčné tabuľky). Inferenčná štatistika: t-test, chi-kvadrat test, analýza variancie. Kruskal-Wallisov test, Cramerov koeficient kontingencie (V), koeficient vecného rozdielu (d a eta), Bayesov faktor (BF). Získané dáta boli analyzované štatistickým programom SPSS a JASP. Výsledky. Distribúcia sumačného indexu diurnálnych preferencií skúmaných študentiek poukazuje na normalitu distribúcie. Distribúcie subjektívne identifikovaných typov diurnálnych preferencií sa podľa typov diurnálnych preferencií štatisticky vysoko významne nelíšia. V úrovni indexu diurnálnych preferencií sa subjektívne identifikované typy štatisticky významne líšia, no len čiastočne sa líšia vecne. Distribúcie sa podľa spánkového režimu medzi typmi diurnálnych preferencií štatisticky významne nelíšia. Priemerná hodnota hodín spánku je v jednotlivých typoch veľmi podobná. Medzi typmi preferencií je štatisticky významný i vecne závažný rozdiel z hľadiska priemerných hodín ukladania sa k spánku. Distribúcie preferovanej doby učenia sa a školského prospechu sa medzi typmi diurnálnych preferencií štatisticky významne nelíšia. Obmedzenia. Získané údaje o faktoroch, ktoré majú súvis so študijnou úspešnosťou, sú dôležité, ale predložené závery o spánkových návykoch sú spracované výhradne na vlastnom ohodnotení adolescentov v sebaposudzovacej škále. Výsledky výskumu platia iba pre skúmaný výskumný súbor.

Aims. The aim of the study was to find out: 1. What is the pattern of diurnal preferences of university students (the pattern of diurnal preferences as quantities and distribution of diurnal preference types)? 2. Are sleep habits (sleep mode, hours of sleep and bedtime) conditioned by diurnal preferences? 3. Are preferred learning time and learning success conditioned by the types of diurnal preferences? Research sample and method. The research sample consisted of university students (n=96) administered by The Morningness-Eveningness Questionnaire MEQ (Horne, Östberg, 1976) and Sleeping Habits Questionnaire: Self-Statement Questionnaire SN - Sleeping Habits (Sarmány- Schuller, 1996). Hypotheses. Morning-type students have a more regular sleep mode compared to the eveningtype students. There exists a difference in the preferred learning time between morning-type and evening-type students. Morning-type students prefer learning during the day and the evening type students prefer learning in the evening. There is also a difference in the study success between the students of these chronotypes. Morning-type students have better average study results than the evening-type ones. Statistical analyses. Statistical processing methods were: A. Descriptive statistics (frequencies, percentage, minimum and maximum values, averages and standard deviations, median, histogram, bar chart, variability, pivot tables). B. Inferential statistics: t-test, chi-square homogeneity test, variance analysis, Kruskal-Wallis test, Cramer coefficient of contingency (V), coefficient of mean difference (d and eta), Bayes factor (BF). The obtained data were analyzed by SPSS and JASP. Research results. The distribution of the summation index of the students’ diurnal preferences refers to the normality of distribution. The distributions of the subjectively identified types of diurnal preferences are not statistically significantly different. At the level of the diurnal preference index, the subjectively identified types differ statistically significantly, but they differ only partially materially. The distributions according to sleep mode do not differ significantly as regards the types of diurnal preferences. The average sleep time is very similar in each type. Among the types of preferences, there is a statistically and materially significant difference between the average bedtimes. The distributions of preferred learning time and study results do not differ significantly regarding the types of diurnal preferences. Research limitations. The obtained data on the factors related to the study success are important. However the present conclusions regarding the sleep habits are processed solely on the basis of the self-assessment scale. The research results are valid only for the research sample under investigation.

• MeSH
• cirkadiánní rytmus * MeSH
• dospělí MeSH
• interpretace statistických dat MeSH
• lidé MeSH
• školní úspěšnost MeSH
• spánková hygiena MeSH
• studenti psychologie   MeSH
• studium vysokoškolské MeSH
• učení MeSH
• zpráva o sobě MeSH
• Check Tag
• dospělí MeSH
• lidé MeSH
• ženské pohlaví MeSH

Assistive technology refers to technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. This study examined special education students' exploitation of hearing assistive technology for learning. The study was a descriptive research. Sample comprised of 250 hearing impaired students of Federal College of Education (Special) Oyo. Stratified random sampling technique was used for the selection of sample. Data was analysed using frequency count and a simple percentage to answer the research questions while inferential statistics of t-test, Kruskal Wallis and Jonckheere-Terpstra Test were used to analyse the two hypotheses. The findings of the study revealed that Telephone adaptations, TV decoder, TV amplifier, Computer, Personal amplification, FM Amplification system, Infrared amplification system, Induction loop systems, Telecommunication Device for the Deaf (TDD), Hearing Aid, and Audiometer are mostly available to the respondents. There was no significant diff erence between students' utilization of assistive technologies for learning based on gender and academic level. The study concluded that special education students utilize available assistive technology for learning. This implies that assistive technology for learning could assist the performance of special students. It was therefore recommended that schools should employ Educational Technologists that can facilitate eff ective use of assistive technology tools to supplement classroom teaching.

• Klíčová slova
• asistenční technologie,
• MeSH
• informační technologie * zásobování a distribuce   MeSH
• interpretace statistických dat MeSH
• lidé MeSH
• počítačem řízená výuka metody   zásobování a distribuce   MeSH
• počítačová gramotnost trendy   MeSH
• pomůcky pro komunikaci postižených * trendy   zásobování a distribuce   MeSH
• přístup k informacím MeSH
• školní úspěšnost MeSH
• sluchově postižení MeSH
• speciální vzdělávání metody   organizace a řízení   MeSH
• vyučovací postupy metody   MeSH
• výuka sluchově postižených metody   organizace a řízení   MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• hodnotící studie MeSH
• Geografické názvy
• Nigérie MeSH

The paper deals with the issue of identification of supporting phenomena and barriers of inclusion in the pedagogical practice of teachers in a kindergarten in Bratislava from the perspective of an internal professional. We focused on the performance of direct educational practice of teachers with children. We observed how teachers in their work approached all the children in class who found themselves as a part of their mainstream group in this particular kindergarten. We were interested in how teachers can respond to diff erences among children, how they can react fl exibly to what is happening in the classroom and expand their educational off er by what is commonly available in the daily life of the classroom. The data were obtained, processed and analysed by qualitative methodology. As part of the content analysis of the text, we extracted important categories, which we identify as supportive and, conversely, as barriers in the application of inclusive practice.

• MeSH
• integrovaná výuka * metody   MeSH
• komunikace MeSH
• lidé MeSH
• osoby s přechodným pobytem a migranti výchova   MeSH
• postižené děti výchova   MeSH
• pozorování MeSH
• předškolní dítě výchova   MeSH
• příprava učitelů MeSH
• rozhovory jako téma MeSH
• rozvoj osobnosti MeSH
• školky * organizace a řízení   MeSH
• školní úspěšnost MeSH
• sociální integrace MeSH
• speciální vzdělávání MeSH
• učitelé MeSH
• Check Tag
• lidé MeSH
• předškolní dítě výchova   MeSH
• Publikační typ
• práce podpořená grantem MeSH
• Geografické názvy
• Slovenská republika MeSH