Measuring self-regulated learning and online learning events to predict student academic performance

The aim of this study is to identify whether the combination of self-reported data that measure self-regulated learning (SRL) and computer-Assisted data that capture student engagement with an online learning environment could be used to predict student academic achievement. Personally engaged study strategies focused on deep-level learning, the process of taking control, and the evaluation of students' own learning characterize SRL. Diverse theories on how students benefit from SRL underline its positive impact on student academic outcomes. Similarly, there is no doubt that the future trend in education leans towards the integration of technolog y into teaching in order to exploit its full potential. To benefit from both approaches, a combination of self-reported data and detailed online learning events obtained from an online learning environment were investigated in relation to their ability to predict student academic achievement. A case study of 54 university students enrolled in a blended-learning course showed that of the tested SRL variables and observed learning activities, student interaction with auxiliary materials that were part of the course helped to predict academic outcomes. Despite the relatively low ability of the model to explain why some students were able to become successful learners, the presented results highlight the importance of analysing online learning events in computer-Assisted teaching and learning. © 2018 Masaryk University, Faculty of Arts. All rights reserved

Biographical stages and information sources in the formation of historical consciousness

The study inquires into the process of formation of historical consciousness among the population of the Czech Republic. The process is examined in terms of biographical stages and information sources. First, the study draws upon the concept of sensitive period developed by Schuman and Corning. Second, it notes the increasingly mediated nature of socialization to historical consciousness. Data were gathered through a representative survey of the Czech population, with events of February 1948 and August 1968 serving as historical reference points of historical consciousness. Analysis identifies a formative pattern consisting of three stages. The study also identifies typical information sources corresponding to each formative stage. Further analysis employed regression analysis to assess the influence of basic sociodemographic characteristics on the stage in which individuals are socialized

Exploring the meaning of old age from the Czech adult perspective: A quantitative research study

It is believed that age is just a number, meaning that it does not dictate how to feel or how to act. However, empirical studies, on a representative sample, describing old age boundaries in terms of longevity and in words that best describe old age are, to our knowledge, lacking in the Czech environment. This article is, therefore, methodologically grounded in the quantitative approach, applying a descriptive design in the investigation of the interrelationships of the self-reported data taken from a representative Czech adult population perspective (n = 1,040). The research shows that most respondents consider age 70+ to be old age and associate it with illness, experience or wisdom. The majority of respondents wished to end their life at home. On the other hand, the ability of respondents to imagine life in a home for the elderly grows with increasing age, with women more often admitting this possibility. Women are also more likely to provide home care to a dependent family member. The willingness to provide informal care continues to increase, depending on age, higher level of education, and better living conditions. Besides gender and education, participants’ willingness to move to a retirement home if necessary made the strongest contribution to the likelihood of their willingness to be a family caregiver. Based on the cluster analysis, respondents living in the Central and North Bohemia regions manifested a lower willingness to live in a retirement home and to provide home care. © 2019 The Authors

Testing the main differences and mediating effects of the coping scales

The aim of the study was to examine to what extent personality traits and individual variables are related to the use of proactive and preventive coping. The research sample consisted of 442 full-time university students in helping professions. The results showed that older students tended to be more proactive while men used slightly more preventive coping strategies than women. Moreover, controlling for respondents’ well-being had a significant effect on the strength of the relationship between these two variables. In addition, proactive coping, social support and depression explained 47% of the variance in well-being, with the strongest unique contribution being depression. © The Turkish Online Journal of Educational Technology

Proactive Coping Behavior in Sample of University Students in Helping Professions

The purpose of the present study is twofold. First is to carry out item and scale analysis of the Czech version of the Proactive Coping Inventory (PCI) on a selected sample of university students in helping professions (n = 176). Second is to identify the use of proactive coping strategies by gender, age, specialization and year of study. The PCI scales reached satisfactory item-total correlations, besides the items presented (8, 39 and 48). Internal consistency of the PCI scales ranged from .71 to .8, except low α for Strategic Planning. Students reached the highest use of emotional and instrumental support seeking with no overall socio-demographic differences. Further, interrelationships among the PCI scales and correlations within a subjective well-being, depression and social support are presented

Modern technology and internet use in learning in the Czech population

The objective of the current study was to investigate the use of modern technology (i.e., computer, laptop, or tablet) and the internet (i.e., Moodle, Elportal, e-learning and online interactive programs, YouTube, Google or Seznam, etc.) in learning in the Czech population. The research instrument consisted of a self-rate questionnaire developed by the author. The sample consisted of 1,008 participants selected according to gender, age, education, and region of residence to represent the Czech population. The sample scored average in terms of modern technology and internet use while learning. This trend was considerably lower the higher the age, regardless education level. Moreover, females used printed study materials more often than males. The relationship between the use of modern technology, internet, and preferred form of study materials were further examined with selected variables, i.e., gender, age, education level achieved, size of place of residence, region, and economic activity

Measuring Self-regulated Learning and Online Learning Events to Predict Student Academic Performance

The aim of this study is to identify whether the combination of self-reported data that measure self-regulated learning (SRL) and computer-assisted data that capture student engagement with an online learning environment could be used to predict student academic achievement. Personally engaged study strategies focused on deep-level learning, the process of taking control, and the evaluation of students' own learning characterize SRL. Diverse theories on how students benefit from SRL underline its positive impact on student academic outcomes. Similarly, there is no doubt that the future trend in education leans towards the integration of technolog y into teaching in order to exploit its full potential. To benefit from both approaches, a combination of self-reported data and detailed online learning events obtained from an online learning environment were investigated in relation to their ability to predict student academic achievement. A case study of 54 university students enrolled in a blended-learning course showed that of the tested SRL variables and observed learning activities, student interaction with auxiliary materials that were part of the course helped to predict academic outcomes. Despite the relatively low ability of the model to explain why some students were able to become successful learners, the presented results highlight the importance of analysing online learning events in computer-assisted teaching and learning

Testing the uni-dimensionality of proactive and preventive coping

Proactive coping and preventive coping are oriented on certain future rewards and challenges that are not appraised as threats. The objective of the study is to answer the question whether the coping scales are both uni-dimensional constructs as measured by the Proactive Coping Inventory. The underlying factor structure was empirically assessed using exploratory factor analysis in university students enrolled in a traditional face-to-face course delivery format in a medium-sized public university in the Czech Republic. Moreover, item analysis and correlations with other personality variables were carried out. The present study opens discussion about construct validity that has not been tested in the presented educational environment. © 2017 AAC

Coping Strategies and Academic Motivation: The Mediating Effect of Achievement Emotions

The current study seeks to determine whether different achievement emotions (positive and negative) mediate the relationship between coping strategies (proactive and preventive coping) and academic motivation in a representative sample of the Czech adult population (N= 1,025). A cross-sectional research design featuring path analysis was used to explore the mediated effects of theoretical models. The results revealed that positive achievement emotions (i.e. enjoyment, hope, and pride) work well as moderators between positively future-oriented coping behavior and motivation to study. However, model fit, including mediating role of negative achievement emotions (i.e. anger, anxiety, shame, hopelessness, and boredom) as moderators, was very poor. Moreover, the measurement invariance of the data-fitting model of positive emotions indicated that the same construct was being measured across gender and age groups. Finally, implications of the findings regarding mental health promotion, limitations of the study, and future research are discussed

Coping strategies and academic motivation: The mediating effect of achievement emotions

The current study seeks to determine whether different achievement emotions (positive and negative) mediate the relationship between coping strategies (proactive and preventive coping) and academic motivation in a representative sample of the Czech adult population (N= 1,025). A cross-sectional research design featuring path analysis was used to explore the mediated effects of theoretical models. The results revealed that positive achievement emotions (i.e. enjoyment, hope, and pride) work well as moderators between positively future-oriented coping behavior and motivation to study. However, model ft, including mediating role of negative achievement emotions (i.e. anger, anxiety, shame, hopelessness, and boredom) as moderators, was very poor. Moreover, the measurement invariance of the data-ftting model of positive emotions indicated that the same construct was being measured across gender and age groups. Finally, implications of the fndings regarding mental health promotion, limitations of the study, and future research are discussed. © 2021, International Journal of Psychology and Psychological Therapy. All rights reserved.Univerzita Tomáše Bati ve Zlín