Zobrazeno 1 - 10
of 31
pro vyhledávání: '"Lenka Sokolová"'
Autor:
Simona Horanicova, Daniela Husarova, Andrea Madarasova Geckova, Miriama Lackova Rebicova, Lenka Sokolova, Andrea F. deWinter, Sijmen Reijneveld
Publikováno v:
International Journal of Public Health, Vol 69 (2024)
ObjectivesThe aim of this qualitative study was to identify the main factors that help and hinder adolescents’ wellbeing at school using their perspectives and experiences.MethodsWe used data from 45 adolescents in the first year of high school in
Externí odkaz:
https://doaj.org/article/de22a82886d745b08b70b28b015ca991
Autor:
Karin Černickaja, Lenka Sokolová
Publikováno v:
Orbis Scholae, Vol 17, Iss 2, Pp 9-30 (2024)
Learning disabilities, specifically dyslexia, affect learning processes and school performance of pupils and students at all levels of education. The aim of this narrative synthesis is to outline the topics that are investigated in relation to the un
Externí odkaz:
https://doaj.org/article/f1b3948ad00f4fe1952429dc0698dc78
Autor:
Romain Brisson, Jana Furstova, Lenka Sokolová, Charli Eriksson, Meyran Boniel-Nissim, Petr Badura
Publikováno v:
International Journal of Public Health, Vol 69 (2024)
ObjectivesThis repeated cross-sectional study aimed to (a) report trends in adolescents’ perceived family, friend, classmate, and teacher support, (b) estimate the extent to which each source of support related to life satisfaction across space and
Externí odkaz:
https://doaj.org/article/d1d115015d114ed8a16c5dd9edbe60ee
Autor:
Karin Černickaja, Lenka Sokolová
Publikováno v:
Frontiers in Education, Vol 9 (2024)
The experience of dyslexic students is influenced by the beliefs, knowledge, attitudes, and practices of their teachers at all levels of education, including the university. The purpose of this review is to explore the empirical knowledge of dyslexic
Externí odkaz:
https://doaj.org/article/9ea24b26a0974c06b37fd60f250faa80
Autor:
Lenka Sokolová
Publikováno v:
Frontiers in Public Health, Vol 12 (2024)
Secondary school students are at risk for mental health problems, especially nowadays, when we face an increase in mental health issues among adolescents and the general population. Mental health literacy (MHL) and help-seeking behavior are considere
Externí odkaz:
https://doaj.org/article/586590dbd74543869539ad9036a73ba3
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
The study is based on dispositional (career motivation) and social-cognitive (generalized self-efficacy) theories of personality, further on the expectancy-value theory of achievement motivation and future time perspective theory (task value, time, a
Externí odkaz:
https://doaj.org/article/b3aca45c136d4ede8089ab93bfa5c84e
Publikováno v:
Tuning Journal for Higher Education, Vol 10, Iss 2 (2023)
Students whose parents did not study at a university (first-generation students) exhibit differences in how they decide whether and what to study, compared to students whose parents attended university. In our study, we looked for possible similariti
Externí odkaz:
https://doaj.org/article/2b31ed857e6a4f99985da806770296ab
Autor:
Silvia Harvanová, Lenka Sokolová, Miroslava Lemešová, Zlatica Jursová Zacharová, Patrik Hlaváč, Katarína Minarovičová
Publikováno v:
Orbis Scholae, Vol 14, Iss 1, Pp 33-48 (2020)
The assumption, that the experimental research using eye-tracking technology, is the exclusive part of cognitive psychology and neurosciences domain, is not valid anymore. The interest in scanning eye movements has spread into many fields of applied
Externí odkaz:
https://doaj.org/article/662e78d9fd7a4a52bf20509bf207d8a5
Autor:
Lenka Sokolová, Elena Brozmanová, Silvia Harvanová, Zlatica Jursová Zacharová, Miroslava Lemešová, Katarína Minarovičová
Publikováno v:
Psychology and its Contexts, Vol 10, Iss 1, Pp 51-63 (2019)
Problem: Personality dispositions of student teachers are often discussed as an import predictor of their effective teaching, classroom management, or coping with challenging school situations. The aim of this study is to investigate professional per
Externí odkaz:
https://doaj.org/article/aecde3d64421436ca6ee2ecf6bfbf7b4
Publikováno v:
Studia Psychologica, Vol 60, Iss 3, Pp 167-182 (2018)
New technologies are being increasingly introduced into classrooms as new tools for learning. This is however often done regardless of any academic evidence concerning their impact. Our objective was to identify differences in Academic Self-Concept i
Externí odkaz:
https://doaj.org/article/4c9d622f6f2c4964aac6e6a55d5f9d0a