Zobrazeno 1 - 10
of 50
pro vyhledávání: '"László Kasik"'
Publikováno v:
International Journal of Adolescence and Youth, Vol 29, Iss 1 (2024)
ABSTRACTThe aim of the study is to explore the characteristics of social problem-solving, coping strategies and assertive communication among 5th- and 7th-grade students (N = 378). Communication is assessed with the Assertiveness Questionnaire (AQ, G
Externí odkaz:
https://doaj.org/article/ba57608aa860494a97d238f44a7593e7
Autor:
Aniko Zsolnai, László Kasik
Publikováno v:
International Journal of Emotional Education, Vol 14, Iss 2, Pp 88-92 (2022)
This longitudinal study aimed to analyse what coping strategies 8- and 12-year-old children use in frustrating situations. The participants were Hungarian students and their teachers. In the first investigation, children were aged 8 (N=52), and then
Externí odkaz:
https://doaj.org/article/33447f933d9e4e3986e95822f0f18ae0
Publikováno v:
Heliyon, Vol 9, Iss 8, Pp e18913- (2023)
Treating social problem-solving as a construct comprised of a number of components enables us to examine patterns formed by the components. However, variable-centered research has paid little attention to exploring these patterns to date. A person-ce
Externí odkaz:
https://doaj.org/article/70686b02c1c649c3bfdb8caab98a42ed
Publikováno v:
International Journal of Emotional Education, Vol 10, Iss 2, Pp 59-76 (2018)
Most questionnaires construe avoidance as resulting from a problem-solving process and analyse only a few, single-factor and mostly non-adequate, forms of avoidance. The aim of the present study was to develop a multi-dimensional questionnaire to mea
Externí odkaz:
https://doaj.org/article/610c8b4e2ce14b699ff9218a2fea4c01
Autor:
Gábor Braunitzer, Attila Őze, Gabriella Eördegh, Anna Pihokker, Petra Rózsa, László Kasik, Szabolcs Kéri, Attila Nagy
Publikováno v:
PLoS ONE, Vol 12, Iss 6, p e0179525 (2017)
Acquired equivalence (AE) is a form of feedback-based associative learning where the subject learns that two or more stimuli are equivalent in terms of being mapped onto the same outcomes or responses. While several studies dealt with how various neu
Externí odkaz:
https://doaj.org/article/1b75524cff61417495d94765c73a6fb3
Autor:
Anikó Zsolnai, László Kasik
Publikováno v:
International Journal of Emotional Education, Vol 6, Iss 2, Pp 54-68 (2014)
The aim of this cross-sectional study was to describe the social skills that crucially affect children's social behaviour in the school. Our objective was to gather information about the functioning of social skills from middle childhood to early ado
Externí odkaz:
https://doaj.org/article/beb8802469df46c2a19037ccd0e80afa
Autor:
Aburezeq, Khalil1, László, Kasik1
Publikováno v:
Human Behavior, Development & Society. Sep-Dec2022, Vol. 23 Issue 3, p88-97. 10p.
Publikováno v:
Journal of Mental Health & Psychosomatics / Mentálhigiéné és Pszichoszomatika. Dec2021, Vol. 22 Issue 4, p331-351. 21p.
Autor:
László Kasik
Publikováno v:
Iskolakultúra. 32:83-97
Az emléktanulmány egy időutazás. Egyrészt bemutatom, hogyan értelmezik az együttműködés, a segítés, a versengés és a vezetés működését és kapcsolataikat, kiemelve Nagy József modelljét, melyben ezeket együttesen szociálisérde
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5c289a48730a7236a0e04367a6c18246
https://doi.org/10.14232/iskkult.2022.11.83
https://doi.org/10.14232/iskkult.2022.11.83
Publikováno v:
Magyar Pedagógia. 122:3-19
Az iskolai kudarcnak (school failure) igen sok értelmezése vált ismertté az elmúlt évtizedekben, melyek nemcsak bővítették e kudarcélmény okainak eredetileg szűk körét, hanem lehetővé tették személyes (kognitív és nem kognitív)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::43eea057d9f36cef5b07a4f49156e3c7
https://doi.org/10.17670/mped.2022.1.3
https://doi.org/10.17670/mped.2022.1.3