• Publikační typ
• tisková chyba MeSH

The COVID-19 pandemic has increased negative emotions and decreased positive emotions globally. Left unchecked, these emotional changes might have a wide array of adverse impacts. To reduce negative emotions and increase positive emotions, we tested the effectiveness of reappraisal, an emotion-regulation strategy that modifies how one thinks about a situation. Participants from 87 countries and regions (n = 21,644) were randomly assigned to one of two brief reappraisal interventions (reconstrual or repurposing) or one of two control conditions (active or passive). Results revealed that both reappraisal interventions (vesus both control conditions) consistently reduced negative emotions and increased positive emotions across different measures. Reconstrual and repurposing interventions had similar effects. Importantly, planned exploratory analyses indicated that reappraisal interventions did not reduce intentions to practice preventive health behaviours. The findings demonstrate the viability of creating scalable, low-cost interventions for use around the world. PROTOCOL REGISTRATION: The stage 1 protocol for this Registered Report was accepted in principle on 12 May 2020. The protocol, as accepted by the journal, can be found at https://doi.org/10.6084/m9.figshare.c.4878591.v1.

• MeSH
• COVID-19 psychologie   MeSH
• dospělí MeSH
• emoce * MeSH
• emoční regulace * MeSH
• lidé MeSH
• Check Tag
• dospělí MeSH
• lidé MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• práce podpořená grantem MeSH
• Research Support, N.I.H., Extramural MeSH
• Research Support, U.S. Gov't, Non-P.H.S. MeSH

Transformačné líderstvo reaguje na potrebné zmeny v školách. Cieľom štúdie bolo poznať osobnostné premenné budúceho lídra v edukácií – študenta učiteľstva UMB v Banskej Bystrici (N = 205, 72 % žien, AMvek = 20,87). Osobnostné faktory z inventára NEO -FFI (Ruisel & Halama, 2007), sebahodnotenie zo škály RŠS (Blatný & Osecká, 1994, ɑ = 0,67) a typy transformačného líderstva z Leadership Practices Inventory (LPI; Kouzes & Posner, 2012) sa analyzovali korelačnou a regresnou analýzou. Faktory osobnosti (extraverzia, otvorenosť, prívetivosť, svedomitosť) vstupovali do pozitívnych stredne silných až slabých vzťahov s typmi líderského správania. Neurotizmus vstupoval do 3 negatívnych slabých vzťahov (podpora aktivity, inšpirácia víziou, ukazovať smer). Sebahodnotenie nesúviselo s líderstvom. Na determinácii líderského správania sa podieľajú 2 faktory osobnosti (svedomitosť a otvorenosť) a predikujú 8 %–21 % celkovej variability rozptylu konkrétneho typu. Otvorenosť sa javí ako najsilnejší prediktor v signifikantnom pozitívnom slabom až stredne silnom vzťahu (.164 ≤ r ≤.386) s typmi správania pri kontrole ostatných faktorov osobnosti. Poznanie osobnostných predpokladov budúceho lídra umožní nastaviť ciele edukácie na rast líderských kompetencií.

Introduction: The study focuses on transformational leadership in the school environment, reflecting the current need for necessary changes in modern schools. It represents a diversion from rationality emphasizing emotionality, a leader's personality strength and influence, since s/he has a potential to motivate, engage or challenge others – colleagues or students. The study aim was to ascertain the personality variables of a future leader in education – a future teaching professional, graduated from the bachelor and master degrees at Matej Bel University in Banská Bystrica (N = 205,72 % females, AMage = 20.87). Methods: Personality variables (neuroticism, extraversion, openness to experience, agreeableness, conscientiousness level) were mapped by the NEO‐FFI inventory (Slovak version in Ruisel & Halama, 2007), self ‐esteem level by the Rosenberger's Self‐Esteem Scale (RSS, 1965 in Blatný & Osecká, 1994, ɑ = 0.67), and transformational leadership practices (ability to model the way, α = 0.68, inspire a shared vision, α = 0.80, to challenge the process, α = 0.77, enable others to act, α = 0.67, encourage the heart, α = 0.81) by The Leadership Practices Inventory (LPI, Kouzes & Posner, 2012 in Kaliská, 2019). Results: Correlation and regression analysis showed that personality factors (extraversion, openness, agreeableness, conscientiousness) entered into significant positive moderate to weak (low effect size) relations with all types of leadership practices. Neuroticism entered into significant negative weak relations with the ability to challenge the process of others, the ability to inspire a shared vision for others and model the way in the future direction (with low effect size significance). The self‐esteem level did not enter into any relations with various types of leadership practices. Thus, only two personality factors (conscientiousness and openness to experience) contribute to the determination of leadership practice types, where these personality factors predict in the range of 8 % to 21 % of the total variability the variance of individual leadership practices. The highest personality prediction level by these two factors was proved for the transformation practice of challenge the process for the followers (21 %), the ability to model the way to the direction of the organization (almost 21 %) and the ability to inspire a shared vision for others (20 %). Openness to experience appears to be the strongest predictor of all types of leadership practices, remaining in a significant positive weak to moderate relations (.164 ≤ r ≤ .386) to all types of practices when controlling for the other personality factors. Conclusion: Awareness of the personality factors of future leaders in the school system, i. e. teachers, creates a potential to set the pre‐gradual educational goals so as to increase their leadership competencies. These leaders are the building blocks of a successful transformation of our education, and as such should have qualities characterized as transformational leadership features, such as the ability to think strategically, be action‐oriented, support others in their visions and spread out the vision of the organization within the school system, and become a role model, inspiration, and driving force for new followers (new leaders).

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 sa zameriava na hlbšiu analýzu koncepcie črtovej emocionálnej inteligencie (EI) ako jedného z troch prístupov k operacionalizácii konštruktu EI. Teoretická a následne empirická verifikácia stavia na dizajne komparácie dvoch koncepcií črtovej EI (model N.S. Schutteovej (1998) a jej škálu Schutte´s Emotional Intelligence Scale /SEIS/ a model K.V. Petridesa (2009) a jeho dotazníka Trait Emotional Intelligence Questionnaire /TEIQue-SF/) prostredníctvom dvoch štatistických analýz (posúdenie diferencií a komplementarity) u dvoch výskumných súborov (vysokoškoláci: N=138; Mvek=21.52 /SD=1.81/, 77% žien a stredoškoláci: N=154, Mvek=17.7 /SD=0.47/, 66% žien). Komparačná analýza párovým t-testom (p<0.001) ako aj vecná významnosť (d≥2.00) preukázala vysoko významné rozdiely v dosiahnutej globálnej úrovni črtovej EI u oboch výskumných súborov v prospech vyššieho skóre zistenom dotazníkom TEIQue-SF. Korelačná (0.66***≤r≤0.72***) ako aj regresná analýza (43%-52%, p<0.001) potvrdzuje u obidvoch skupín vysoko významnú mieru vzájomného prekývania sa oboch konštruktov. V oboch prípadoch signifikantnými prediktormi (p<0.01) globálnej črtovej EI zo škály SEIS zostali faktory well-beingu, emocionalitu a sociability z dotazníka TEIQue-SF, ktoré zostali v signifikantnom vzťahu s črtovou EI zo škály SEIS aj po kontrole vplyvu ostatných faktorov (0.24***≤r≤0.42***). Dva modely črtovej EI sa javia vzájomne kompatibilné s istými diferenciami determinovanými ich teoretickou konceptualizáciou.

The ever-lasting interest in the construct of intelligence has not weaken its research exploration for more than a century. Nowadays it is possible to identify more than 70 various intelligence definitions emphasizing the need for its deeper operationalization. At the end of the last century, the fundamental baseline of this construct has become the ability to reach the personal success in life arising from the self-awareness concept providing the starting point for new intelligence concept formation. Referring to the newly formed intelligence constructs, the most verified one is the concept of emotional intelligence (further on EI, Mayer, & Salovey, 1990). The current theoretical and empirical analysis of three various EI conceptualizations (such as cognitive-emotional ability, mixed models and trait models) provokes creation of various tools for their assessment. The article is aimed at deeper analysis of trait emotional intelligence conceptualization (EI) as a part of EI model construct operationalization. The trait EI theoretical and following empirical verification is based on estimating the relation between two trait EI models: N.S. Schutte´s model (1998) and her scale Schutte´s Emotional Intelligence Scale (SEIS) and K.V. Petrides´ model (2009) and his questionnaire Trait Emotional Intelligence Questionnaire (TEIQue-SF). Then there are, used two statistical procedures (difference and complementarity estimation) with two research samples (High school students: N=154, Mage=17.7 /SD=0.47/, 66% females and University students: N=138; Mage=21.52 /SD=1.81/, 77% females). The comparison analysis based on pair t-test (p<0.001) as well Cohen´s effect size (d≥2.00) prove highly significant and meaningful differences between the global trait EI levels of both research samples separately in favor to higher global level of trait EI assessed by TEIQue-SF. The correlation analysis (0.66***≤r≤0.72***) as well the regression analysis (43%-52%, p<0.001) support the significant level of mutual complementarity of the constructs assessed by two trait EI instruments of both research samples. In both research samples the significant predictors (p<0.01) of global trait EI level assessed by SEIS scale were factors of well-being, emotionality and sociability from TEIQue-SF questionnaire that stated in significant relation with trait EI assessed by SEIS also while controlling for the other factors (0.24***≤r≤0.42***). We can conclude both models of trait EI seem to be compatible with certain differences determined by their theoretical conceptualization where Schutte´s SEIS scale is based on Mayer and Salovey´s EI model of emotional strategies. On the contrary, Petrides´ model arises from more precise, deeper and more complex analysis of various aspects related to emotion-related self-perceived abilities and behavioral dispositions. Our suggestion is to draw together various trait EI conceptualizations and create one complex trait EI model arising from the complex theoretical analysis operationalized by psychometrically valid and reliable instrument.

• MeSH
• dospělí psychologie   MeSH
• emoce MeSH
• emoční inteligence * MeSH
• inteligenční testy * statistika a číselné údaje   MeSH
• interpretace statistických dat MeSH
• lidé MeSH
• mladiství MeSH
• průzkumy a dotazníky statistika a číselné údaje   MeSH
• psychologie adolescentů MeSH
• psychologie MeSH
• psychometrie statistika a číselné údaje   MeSH
• studenti psychologie   statistika a číselné údaje   MeSH
• zpráva o sobě statistika a číselné údaje   MeSH
• Check Tag
• dospělí psychologie   MeSH
• lidé MeSH
• mladiství MeSH
• Publikační typ
• práce podpořená grantem MeSH
• srovnávací studie MeSH

• Publikační typ
• recenze MeSH

Vedecká štúdia ponúka teoretickú a empirickú analýzu novovzniknutého konštruktu morálnej inteligencie. Verifikuje psychometrické vlastnosti (faktorovú štruktúru a reliabilitu v zmysle vnútornej konzistencie a test-retestovej stability) jediného dostupného dotazníka na jej meranie, Moral Competence Inventory (MCI) od D. Lennicka a F. Kiela (2008), u vybranej stredoškolskej populácie (N=209). Taktiež analyzuje rozdiely v celkovej úrovni morálnej inteligencie a v dvoch extrahovaných faktoroch (osobnostných a sociálnych morálnych kompetenciách) vzhľadom na pohlavie probandov, ich vek a vierovyznanie. Zistenia poukazujú na rozdiely v osobnostných a sociálnych morálnych kompetenciách v prospech dievčat a starších žiakov zistených prostredníctvom slovenskej verzie dotazníka MCI s dostatočnou mierou reliability.

The interest in intelligence construct operationalization is reflected in construction upon new intelligence concepts analyzing it in a wider social context. This scientific study offers the theoretical and empirical analysis of a newly created construct of moral intelligence. Moral intelligence concept was founded in the Multiple Intelligence Theory of H. Gardner (1985), being followed by L. Kuckovsky, A. Dobrin, V. Di Norcia and others in historical-philosophical-evolution-theological context, by D. Lennick, F. Kiel, C. Veach and others in successful management context and by A. Hass, M. Borba, R. Coles, J. Bradshaw and others in school-counselling context. Subsequently moral intelligence is defined as an individual's ability to solve ethical problems ethically right. The application of ethical principles in successful business management formed a theoretical base for moral intelligence characterized by D. Lennick a F. Kiel (2008). They created also a self-report questionnaire Moral Competence Inventory (MCI) to assess personal moral competences as a base of moral intelligence. The study provides the results of psychometrical properties (factor structure and reliability in the sense of inner consistency and test-retest result stability) of the Slovak, the only available, questionnaire for moral intelligence assessment at a chosen adolescent research sample (N=209). It also analyses the differences in total moral intelligence level and two newly extracted factors (personal and social moral competences) in relation to gender, age and religious believes referring to the fact the MCI authors presupposed that there is no relation between moral competences and demographic factors (gender, age, nationality or religion, 2005). The findings prove the significant differences in the overall level of moral intelligence (p≤0,01) and in factors of personal (Standing up for what is right (Courage), p≤0,01) and social (Helping others (Service), p≤0,01 and Actively caring about others (Kindness and Friendliness), p≤0,001) moral competences in favor of girls and in personal moral factors (Telling the truth (Honesty), Standing up for what is right (Courage) and Keeping promises (Trustworthy), p≤0,01) in favor of older students (confirmed also by Cohen's effect size measure) assessed by the Slovak version of MCI questionnaire with its sufficient reliability (test-retest result stability (0,591≤R≤0,745) and inner consistency of two extracted factors (0,70≤α)). There were no significant differences between two groups of religious and non-religious ones in their moral competences, besides expected declared religious interest of believers in Recognizing spiritual needs (Faith and reverence) factor (p≤0,001). The study is being considered as a pilot study for further psychometrical property verification of the MCI Slovak version by other validating researches to prove the legitimacy of this questionnaire usage for psychological diagnostic purposes.

• MeSH
• dítě MeSH
• inteligence * MeSH
• inteligenční testy MeSH
• lidé MeSH
• mladiství MeSH
• morálka * MeSH
• průzkumy a dotazníky * MeSH
• psychometrie metody   MeSH
• školy MeSH
• statistika jako téma MeSH
• výzkum MeSH
• Check Tag
• dítě MeSH
• lidé MeSH
• mladiství MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• práce podpořená grantem MeSH
• Geografické názvy
• Slovenská republika MeSH