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Nájdených záznamov: 94  
Vaša požiadavka: Všetky polia = "Seville"
  1. NázovEmotion regulation and authenticity as 21st century skills
    Aut.údajeZuzana Heinzová
    Autor Heinzová Zuzana 1977- (100%) UMBPF08 - Katedra psychológie
    Zdroj.dok. ICERI 2023 : 16th annual International Conference of Education, Research and Innovation : conference proceedings. S. 6957-6962. - Valencia : International association of technology, education and development (IATED), 2023 ; ICERI 2023 international conference of education, research and innovation
    Kľúč.slová emočná regulácia - regulácia emócií - emocionálna regulácia - emotion regulation   emocionálne zručnosti  
    Jazyk dok.angličtina
    KrajinaŠpanielsko
    AnotáciaThe modern world challenges and demands (as the liquid age) place high demands on an individual´s personality and his/her effort to survive. To adapt to new social phenomena, such as online functioning, social networks communication or artificial intelligence massive introduction into our lives, increases the pressure on emotion stability (and emotion regulation) and at the same time an individual´s authenticity. University student´s emotion regulation training and facilitation is an inevitable need for 21st century adaptability skill. İme and Ümmet (2022) define emotion regulation as the ability to appropriately cope with life's difficulties and at the same time declare that the ability to regulate emotions has a positive effect on the psychological health of individuals. Authenticity as the ability to be oneself, to resist the pressures of the environment, is perceived as free expression of the real Self in everyday life including self-awareness and one's own emotionality knowledge (Kernis & Goldman, 2006) affecting one's behavior being in accordance with his/her own values, preferences and needs. The study aim was to emphasize the importance of university student´s emotion regulation support and development in the emerging adulthood and to search for its connection to the authenticity. The research group consisted of 99 respondents (Mage=28.4; SDage=10.4; 23.2% of men), of which 62.2% were university students. The rest of the group were adults (min age 25, max age 66, who were not university students). All respondents were from Slovakia. Emotion regulation was assessed by Emotion Regulation Questionnaire (ERQ; Gross & John, 2003) and authenticity by Authenticity Scale (AS, Wood et al., 2008). Data were collected online, by intentional and accidental sampling. The study results showed no statistically significant differences of emotion regulation and authenticity between the university students and a group of adults. There was no correlation between emotion regulation and authenticity for university students, however in the adult´s group there were statistically significant positive strong relation between suppression strategy from ERQ and self-alienation from AS (r= .64***) and statistically significant moderate relation between reevaluation from ERQ and acceptance of external influences from AS (r=-.34*) and self-estrangement from AS (r=-.44**). University students from the research sample have the same emotion regulation strategies and authenticity level as the adults, though, it seems these two constructs have not been internalized for the students yet, to be interrelated. The university students do not experience situations where they inhibit or modulate their emotional experiences as a situation of self-alienation (contrast between conscious experience and current experience), so their authenticity may not be manifested in emotionally contradictory situations and they may depart from their real self, i.e. from their own values, from objective information processing which can have a negative impact also on their mental health. Therefore, it is important to develop and facilitate both of these two abilities within university studies, not only from the point of view of mental health protection, but also to educate them how to be connected with their values, morals and independence.
    URLhttps://library.iated.org/view/HEINZOVA2023EMO
    Kategória publikačnej činnosti AFC
    Číslo archívnej kópie54005
    Katal.org.BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici
    Báza dátxpca - PUBLIKAČNÁ ČINNOSŤ
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  2. TitleEmotion regulation in the context of emotional intelligence models and personality traits as 21st century skill
    Author infoL. Kaliská
    Author Kaliská Lada 1976- (100%) UMBPF08 - Katedra psychológie
    Source document ICERI 2023 : 16th annual International Conference of Education, Research and Innovation : conference proceedings. Pp. 6885-6891. - Valencia : International association of technology, education and development (IATED), 2023 ; ICERI 2023 international conference of education, research and innovation
    Keywords emocionálna inteligencia - emočná inteligencia - emotional intelligence   črtová emocionálna inteligencia - trait emotional intelligence   osobnostné črty - personality traits   sebaovládanie - sebakontrola - self-control   teória Big Five - model veľkej päťky - Big Five theory  
    Form. Descr.príspevky v zborníku - proceedings papers
    LanguageEnglish
    CountrySpain
    AnnotationSocio-emotional skills are the skills of the 21st century. They have steadily increased their share of learning from 2017 to 2023 according to more than 800 companies from all world regions in Future of Jobs Report (2023). The role of emotions has been studied in decades and emotion regulation has drawn much attention also in the education (Neve et al., 2023, Martin, & Ochsner, 2016, Jacobs, & Gross, 2014, Fried, 2011). Emotion regulation is a critical life skill that can facilitate learning and improve educational outcomes. Although the relationship between emotion regulation and emotional intelligence has been studied, potential mechanisms that might account for this relationship are still unclear also within personality space. The study analyzes emotion regulation in the context of trait emotional intelligence model and emotional intelligence model as an ability through potential mediating role of personality traits assessed in a sample of 152 Slovak high school students (Mage=18.56, SD=.64, 56% of females). The level of emotion regulation was assessed by Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF; Petrides, 2009) and its factor of self-control, Brief Emotional Intelligence Scale (BEIS, Davies et al., 2010), and its two domains: regulation of own emotions and regulation of other´s emotion, and NEO Five-Factor Inventory (NEO-FFI, Costa & McCrae, adapted by Ruisel & Halama, 2007). The statistical Pearson analysis proved positive moderate significant relation between self-control from TEIQue-SF and regulation of own emotions from BEIS (r=.436***) and weak positive relation with regulation of other´s emotion (r=.237**). The partial correlation analyses estimated self-control and regulation of own emotions in positive weak and significant relation while controlling for all Big Five personality traits (r=.189*) and no relation between these two variables while controlling for Big Five traits. The study verifies the construct validity of the emotion regulation construct in the context of emotional intelligence and personality traits, also methodological limits, and possible future empirical verifications and practical applications. Emotion regulation relevance in educational setting is emphasized with practical implications for diagnostics and intervention within socio-emotional skills training.
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    No. of Archival Copy53807
    Catal.org.BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici
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  3. TitleThe importance of attachment theories in early childhood language education
    Author infoBarbara Švidraň Basarabová, Dana Hanesová
    Author Švidraň Basarabová Barbara 1993- (85%) UMBPF07 - Katedra elementárnej a predškolskej pedagogiky
    Co-authors Hanesová Dana 1961- (15%) UMBPF17 - Katedra pedagogiky a andragogiky
    Source document ICERI 2023 : 16th annual International Conference of Education, Research and Innovation : conference proceedings. Pp. 3343-3350. - Valencia : International association of technology, education and development (IATED), 2023 ; ICERI 2023 international conference of education, research and innovation
    Keywords rané detstvo - early childhood   teórie pripútania - teória attachmentu - attachment theories   jazykové spôsobilosti - language proficiency  
    Form. Descr.príspevky v zborníku - proceedings papers
    LanguageEnglish
    CountrySpain
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    Public work category AFC
    No. of Archival Copy53759
    Catal.org.BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici
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  4. TitleThe impact of neurolinguistic research findings on improving foreign languages teaching
    Author infoDana Hanesová, Anna Pávová
    Author Hanesová Dana 1961- (50%) UMBPF17 - Katedra pedagogiky a andragogiky
    Co-authors Pávová Anna 1980- (50%) UMBPF17 - Katedra pedagogiky a andragogiky
    Source document ICERI 2023 : 16th annual International Conference of Education, Research and Innovation : conference proceedings. Pp. 3371-3377. - Valencia : International association of technology, education and development (IATED), 2023 ; ICERI 2023 international conference of education, research and innovation
    Keywords primárne vzdelávanie - primary education   vyučovanie cudzích jazykov   neurolingvistika  
    Form. Descr.príspevky v zborníku - proceedings papers
    LanguageEnglish
    CountrySpain
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    Public work category AFC
    No. of Archival Copy53760
    Catal.org.BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici
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  5. TitleICERI 2023
    Subtitle16th annual International Conference of Education, Research and Innovation
    conference proceedings
    Action ICERI 2023 . international conference of education, research and innovation , 16. , Seville , 13.-15.11.2023
    Issue dataValencia : International association of technology, education and development (IATED) , 2023
    Issue1. vyd.
    ISBN978-84-09-55942-8
    ISSN2340-1095
    Form. Descr.zborníky konferencií
    LanguageEnglish
    CountrySpain
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    Public work category FAI
    Catal.org.BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici
    Databasexpca - PUBLIKAČNÁ ČINNOSŤ
    References (15) - PUBLIKAČNÁ ČINNOSŤ
  6. TitleAchievement prerequisites of a transformative leader in education
    Author infoL. Pašková, E. Sollárová
    Author Pašková Lucia 1979- (50%) UMBPF08 - Katedra psychológie
    Co-authors Sollárová Eva 1954- (50%) UMBPF08 - Katedra psychológie
    Source document ICERI 2023 : 16th annual International Conference of Education, Research and Innovation : conference proceedings. Pp. 3873-3880. - Valencia : International association of technology, education and development (IATED), 2023 ; ICERI 2023 international conference of education, research and innovation
    Keywords líderstvo v edukácii - leadership in education   transformačné líderstvo - transformatívne líderstvo - transformational leadership   osobnostné predispozície - personality predispositions  
    Form. Descr.príspevky v zborníku - proceedings papers
    LanguageEnglish
    CountrySpain
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    Public work category AFC
    No. of Archival Copy53797
    Catal.org.BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici
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  7. TitleEnhancing the resilience of school psychologists: The potential of personality factors and emotional fexibility
    Author infoEva Virostková Nábělková ... [et al.]
    Author Virostková Nábělková Eva 1977- (60%) UMBPF08 - Katedra psychológie
    Co-authors Sautner Miroslava (30%)
    Brozmanová Gregorová Alžbeta 1979- (10%) UMBPF12 - Katedra sociálnej práce
    Source document ICERI 2023 : 16th annual International Conference of Education, Research and Innovation : conference proceedings. Pp. 6515-6520. - Valencia : International association of technology, education and development (IATED), 2023 ; ICERI 2023 international conference of education, research and innovation
    Keywords odolnosť - resilience   školská psychológia - school psychology   emočná flexibilita - emocionálna flexibilita - emotional flexibility   osobnostné faktory   psychická odolnosť - reziliencia - psychic resistance - resilience  
    Form. Descr.príspevky v zborníku - proceedings papers
    LanguageEnglish
    CountrySpain
    AnnotationHelping professions such as school psychology are characterized by high-stress levels with a risk of professional burnout. The work demands on school psychologists in today's schools can be particularly stressful, and resilience is increasingly needed to maintain adequate and sustainable staffing levels. School psychologists' resilience also contributes to an overall school resilience culture linked to positive educational outcomes. The research aimed to map different aspects of resilience in Slovak school psychologists, focusing on those that are at a significantly lower level than novice psychologists. The research sample consisted of 118 school psychologists employed in primary and secondary schools who, after being approached by email, completed a research battery containing the Resilience Factors Inventory (Reivich & Shatte, 2002), an adapted Emotional Flexibility Scale (Fu et al., 2017), and an abbreviated form of the Big Five Factor Inventory (Soto & John, 2017). Of the Big Five personality factors, conscientiousness and openness to experience emerged as significant predictors of school psychologists' resilience. School psychologists were also found to have a positive moderate relationship of resilience with emotional flexibility. Novice school psychologists were found to have lower levels of resilience: optimism, self-efficacy, and outreach compared to more experienced school psychologists. These factors, as well as openness, conscientiousness, and emotional flexibility, should be cultivated in undergraduate training to achieve greater resilience in school psychologists entering practice. Future work is recommended to develop and validate resilience-building practices, specifically targeting these traits and competencies to incorporate them into the undergraduate training of school psychologists.
    Public work category AFC
    No. of Archival Copy53927
    Catal.org.BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici
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  8. TitleRelationships of Slovak pupils with pupils with a different mother language in primary classrooms
    Author infoBeata Žitniaková Gurgová, Monika Brozmanová, Simona Sedliačiková
    Author Žitniaková Gurgová Beata 1977- (45%) UMBPF08 - Katedra psychológie
    Co-authors Brozmanová Monika 1970- (45%) UMBPF07 - Katedra elementárnej a predškolskej pedagogiky
    Sedliačiková Simona (10%)
    Source document ICERI 2023 : 16th annual International Conference of Education, Research and Innovation : conference proceedings. Pp. 2478-2482. - Valencia : International association of technology, education and development (IATED), 2023 ; ICERI 2023 international conference of education, research and innovation
    Keywords multikulturalizmus - multikulturalita - multiculturalism - multiculturality   1. stupeň ZŠ - prvý stupeň základných škôl - primárny stupeň ZŠ - first stage of elementary schools   slovenskí žiaci - Slovak pupils  
    Form. Descr.príspevky v zborníku - proceedings papers
    LanguageEnglish
    CountrySpain
    AnnotationThe need to be accepted in the social group of which we are a member is an important social need that greatly influences our quality of life. The school classroom as a social group brings together different pupils among whom different social relationships are formed. Even in Slovak primary schools there are more and more pupils from different cultural backgrounds and with different mother language. Various foreign studies [1], [2] point to the specifics of relationships in these classrooms, whether in relation to school engagement or multicultural education. In our research, we were interested in the views of primary teachers with experience of pupils with different mother language on the relationships between pupils in these classrooms. We used a qualitative research design. The research sample consisted of 20 primary education teachers from twelve Slovak primary schools. The research method consisted of semi-structured interviews which, after verbatim transcription, were subjected to content analysis through open coding. The results of the framework analysis showed that the teachers' views were that the teacher's behaviour as a positive role model was important. The experience of most of the female teachers shows that pupils at the primary level behave respectfully and in a self-equal manner towards pupils with a different mother language. However, some teachers have also encountered the singling out of these pupils in the classroom. Responses regarding pupils' communication with pupils with a different mother language pointed to pupils' resourcefulness and use of non-verbal communication, supportive visual material, use of a translator or use of another language to communicate with each other. The findings of our qualitative research represent a pilot probe in our educational setting with a need for further investigation
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    No. of Archival Copy53893
    Catal.org.BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici
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  9. TitleTeacher quality from the viewpoint of pre-service teachers
    Author infoL. Rovňanová
    Author Rovňanová Lenka 1968- (100%) UMBPF09 - Katedra pedagogiky
    Source document ICERI 2023 : 16th annual International Conference of Education, Research and Innovation : conference proceedings. Pp. 5774-5783. - Valencia : International association of technology, education and development (IATED), 2023 ; ICERI 2023 international conference of education, research and innovation
    Keywords učitelia - teachers   študenti učiteľstva   Q-metodológia  
    Form. Descr.príspevky v zborníku - proceedings papers
    LanguageEnglish
    CountrySpain
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    Public work category AFC
    No. of Archival Copy53761
    Catal.org.BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici
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  10. TitleCounselling skills training via online training center versus traditional training
    Author infoL. Kaliská
    Author Kaliská Lada 1976- (100%) UMBPF08 - Katedra psychológie
    Source document ICERI 2023 : 16th annual International Conference of Education, Research and Innovation : conference proceedings. Pp. 6899-6904. - Valencia : International association of technology, education and development (IATED), 2023 ; ICERI 2023 international conference of education, research and innovation
    Keywords poradenské zručnosti - counselling skills   špeciálne školenia   online kurzy - online courses  
    Form. Descr.príspevky v zborníku - proceedings papers
    LanguageEnglish
    CountrySpain
    AnnotationPost-pandemic situation leads training institutions to modify their training environments to develop the key generic competences determined by rise of smart machines and systems and new communication tools requiring new media literacies (Future Work Skills, 2020). Future helping professionals, such as psychologists, need also to train their psychological competences and skills via new online modern training centers within universities. The study aims at counselling training skill development of future psychologists as more people are searching for counselling also via its online form (Liu, & Gao, 2021). The study aim was to analyze and compare the level and experiences of counselling skill based training via „SenSkype“ project (Seniors are skyping) and traditional counselling training done in counselling centers conducted as a part of compulsory training course for future psychologists within their master degree at Matej Bel University, Slovakia. The study has a mixed model research design. The students of psychology (N=9, females 77,8%, Mage=25,3) took part in SenSkype project, and also were involved in a tradition psychological training in a psychological institution providing also counselling services. The competencies development before and after SenSkype project participation was analyzed by Helping professional´s communication and interaction competence questionnaire by Mlcak (2005) in comparison with the participant´s experiences in the SenSkype training project obtained by semi-structured interviews. The study results bring the conclusion the students can acquire the same quality of psychological competences via SenSkype project, though a significant change was obtained in self-awareness level. The qualitative analyses of SenSkype project disclosed a category of positive emotions (based on their new experiences and knowledge, their expectations, self-fulfillment and personal enrichment), neutral emotions (of a great time demand), and also negative emotions (from uncertainty, fear, and worries, missing of personal contact). The study creates a potential for face-to-face versus online psychological skills training verification of the helping professionals. As future professionals in various study fields, including social sciences, will need more sophisticated skills to use new media to work, consult, facilitate and possibly also treat their clients.
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    No. of Archival Copy53808
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