| Learning from intimate relationships among young adults in Slovakia: the role of relationship types and cognitive rigidity |
| Duration: |
1. 1. 2024 - 31. 12. 2027 |
| Evidence number: |
2/0173/24 |
| Program: |
VEGA |
| Project leader: |
Mgr. Kallová Nikola, PhD. |
| SAS cosolvers: |
prof. PhDr. Lukšík Ivan, CSc., Mgr. Prošek Tomáš, PhD. |
| Other cosolvers: |
Lichner Vladimí |
| Annotation: |
The project aims to use a longitudinal mixed design to capture changes in reported learning from intimate relationships among young adults in Slovakia and the role played by relationship types and changes in relationships, cognitive rigidity, and cultural models. The phenomenon of learning from intimate relationships (LIR), that is, changes in thinking and behavior mediated by relational experience, facilitates both increased relational quality and relational development. Thus, it represents an application potential for both educational and clinical practice. However, several areas of this phenomenon are as yet uncharted. The present project builds on the APVV project 18-0303 on the topic of intimate relationships, which also resulted in a qualitative exploratory study on LIV. These findings are to be used in the project to develop and validate an instrument to measure LIV, which is lacking in the scientific discourse, and to fill other research gaps. |
| NORCIS - The interplay of social norms, intergroup contact, and social identities in shaping solidarity on behalf of disadvantaged groups |
| Duration: |
1. 7. 2024 - 31. 12. 2027 |
| Evidence number: |
APVV-23-0119 |
| Program: |
APVV |
| Project leader: |
Mgr. Lášticová Barbara, PhD. |
| SAS cosolvers: |
Mgr. Mikhina Elena, Mgr. Poslon Xenia Daniela, PhD., Mgr. Prošek Tomáš, PhD., Mgr. Urban Kamila, PhD. |
| Other cosolvers: |
Andrej Findor, Fakulta sociálnych a ekonomických vied UK v Bratislave |
| Annotation: |
Tolerance and respect are prerequisites for a fair and equal society. Yet, people belonging to disadvantaged groups often fall beyond our scope of moral considerations, and discriminatory attitudes severely impact their lives. Hence social scientists have focused on studying various determinants and behavioural consequences of these attitudes. Yet empirical research investigating the relationship between perceived social norms, intergroup contact and solidarity actions has been scarce. The project aims to address the complex interplay of social norms, intergroup contact, identity and socio-cognitive processes in Slovakia, and their impact on intergroup solidarity and hostility on behalf of three disadvantaged groups – Roma, LGBTQ+, and Ukrainian refugees – who represent the most salient societal outgroups in Slovakia and differ in the levels and nature of intergroup contact and prevalent social norms shaping the perceptions of their solidarity deservingness. Building on the socio-cognitive approach and insights of social identity perspective, we understand social norms as socially shared phenomena arising from ingroup identification processes, which describe and prescribe appropriate attitudes and behaviors. Through rigorous mixed-method research (discourse analysis, focus groups, surveys, experiment) we aim to map various aspects of what is communicated by social norms (political discourse), what is in turn perceived and experienced (subjective perceptions of norms and feelings), how it translates into cognitive representations on the individual level (socio-cognitive and identity mechanisms), and what consequences it has for intergroup relations (e.g., solidarity and hostility). We will also explore the heterogeneity in support for these disadvantaged groups that can be linked to individual differences and stereotypes ascribed to these groups and their status positions within Slovak society. |
| ELISIT - Enhancing Literacy Skills through Teacher Strategy Instruction: A Longitudinal Study |
| Duration: |
1. 7. 2024 - 30. 6. 2027 |
| Evidence number: |
APVV-23-0184 |
| Program: |
APVV |
| Project leader: |
Mgr. Urban Kamila, PhD. |
| SAS cosolvers: |
Mgr. Brziak Matúš, doc., PhDr. Jančík Petrová Zuzana, PhD., Mgr. Šebáň Peter, PhD., prof. PhDr. Zápotočná Oľga, CSc. |
| Other cosolvers: |
Mg |
| Annotation: |
This project aims to evaluate the effectiveness of a teacher-led strategy instruction intervention focused on enhancing literacy skills in 3rd and 4th grade students. The intervention will involve teacher training in implementation of cognitive and metacognitive reading strategies into their classroom instruction over one academic year. The project employs a randomized controlled trial design, with students assessed at multiple time points (pre-test, mid-test, post-test, and delayed post-test). The overarching goal is to analyze the impact of this ecologically valid intervention on students\' strategic reading behavior, metacognitive skills, reading comprehension, and reading self-efficacy. Additionally, the project will evaluate how providing strategy instruction affects teachers themselves. Quantitative data will be supplemented with in-depth qualitative interviews targeting the teacher\'s experience during the intervention, in order to gain a comprehensive understanding. This basic research project provides crucial longitudinal data on real-world applications of evidence-based literacy practices into elementary classrooms. |
| Antecedents of intergroup solidarity in the context of societal crises: a mixed method approach |
| Duration: |
1. 1. 2022 - 31. 12. 2025 |
| Evidence number: |
2/0102/22 |
| Program: |
VEGA |
| Project leader: |
Mgr. Lášticová Barbara, PhD. |
| SAS cosolvers: |
Mgr. Poslon Xenia Daniela, PhD., Mgr. Prošek Tomáš, PhD., Mgr. Savić Teodora |
| Annotation: |
Societal crises such as Covid-19 pandemics have shown inspiring acts of solidarity, but have also contributed to deepening of differences between advantaged and disadvantaged groups and, in some cases, to worsening of intergroup relations as a result of increased perceptions of threat. The project aims to investigate what predicts and what prevents solidarity on behalf of different groups. While intergroup contact might increase solidarity on behalf of disadvantaged groups in advantaged groups and inspire them to act as allies in mobilizing for social change, perceived intergroup harmony resulting from positive contact might prevent collective action in disadvantaged groups. System justification, on the other hand, in both minority and majority members inhibits participation in system-challenging collective action. This project draws on SIMCA model of collective action, intergroup contact and system justification theories to investigate cognitive, emotional, ideological, as well as behavioral antecedents and outcomes of solidarity towards the Roma and the immigrants. We use mixed-methods research design: interviews with minority and majority activists, questionnaire data and experiments. |
| Language and cognitive impacts of socio-economic, cultural and educational conditions in preschool age on the development of literacy in primary education |
| Duration: |
1. 1. 2021 - 31. 12. 2024 |
| Evidence number: |
2/0026/21 |
| Program: |
VEGA |
| Project leader: |
Mgr. Urban Kamila, PhD. |
| SAS cosolvers: |
prof. PhDr. Zápotočná Oľga, CSc. |
| Other cosolvers: |
Petrová Zuzana doc., PhDr. PhD. |
| Annotation: |
The aim of the project is to monitor the long-term effects of the new concept of pre-primary language educationon the development of several indicators of language literacy. The main focus will be on the language andcognitive precursors of the development of reading literacy in interaction with non-cognitive factors, monitored inthe continuity from preschool to younger school age with a specific focus on several characteristics of the familyand kindergarten environment. These will be represented in the project by the level of implementation of thenational curriculum the State educational program for pre-primary education in preschools, ESCS and cognitive,metacognitive and non-cognitive stimulating online environment. Methodologically, the project will comparespecific research sample with several reference groups monitored in 2016-2019. The examination of thelong-term effects of ESCS will be supplemented by the secondary analyses of relevant data from PIRLS andPISA testing. |
| Family constellations involving biological and non-biological children |
| Duration: |
1. 1. 2021 - 31. 12. 2024 |
| Evidence number: |
2/0035/21 |
| Program: |
VEGA |
| Project leader: |
doc. Mgr. Popper Miroslav, CSc. |
| SAS cosolvers: |
doc. PhDr. Bianchi Gabriel, PhD., DrSc., Mgr. Hargašová Lucia, PhD., prof. PhDr. Lukšík Ivan, CSc., Mgr. Očenášová Zuzana, PhD., Mgr. Šuľová Mária |
| Other cosolvers: |
Prof. |
| Annotation: |
The project will investigate ‘mixed’ family constellations consisting of related biological and non-biological family members. The intention is to explore parenting in multi-parent families, that is, in families where the child was conceived with another person(s). That person could be a previous partner, an egg or sperm donor, a surrogate mother or – in foster and adoptive families – the biological parent(s). The aim is to explore the relationship between complex family constellations (patchwork families) and quality of life in children and parents, along with the reasons, motives, contexts and consequences of entering into a second or subsequent partnership or marriage or conceiving a child with the assistance of a third person. |
| The role of new media in supporting higher quality of life, resilience and education levels in children, youth and young adults depending on (non) existence of a disability, their ethnicity and socioeconomic status |
| Duration: |
1. 1. 2021 - 31. 12. 2024 |
| Evidence number: |
VEGA 2/0169/21 |
| Program: |
VEGA |
| Project leader: |
Mgr. Petrjánošová Magda, PhD. |
| Annotation: |
An effective use of the new media potential can bring benefits in higher quality of life, resilience, self-esteem, better access to information and education. However, even the newest research shows inequalities in access and use, depending on socioeconomic status, gender and education level (digital divide) even in the youngest generation (<25 years). The optimistic assumption about a easy switch to online education for all Slovak children and youth during the corona crisis in 2020 showed big problems in this area clearly. But about the situation in Slovakia there is not enough precise information, especially about specific youth subgroups. Therefore, in our project we focus on children, youth and young adults (10-25 years old) 1) from ethnic minorities, 2) with a disability or 3) from families with low socioeconomic status. The goal of the project is to map their possibilities, extent, forms, real psychological benefits of and barriers to new media use of these potentially vulnerable young people groups. |
| ELD-ET - Effective reading behavior strategies studied at key stages of literacy development |
| Duration: |
1. 7. 2020 - 30. 6. 2024 |
| Evidence number: |
APVV-19-0074 |
| Program: |
APVV |
| Project leader: |
prof. PhDr. Zápotočná Oľga, CSc. |
| SAS cosolvers: |
doc., PhDr. Jančík Petrová Zuzana, PhD., Mgr. Urban Kamila, PhD. |
| Other cosolvers: |
Katedra knižničnej a informačne |
| Annotation: |
The project addresses current trends in literacy research in today’s information society. These trends involve searching for new and more complex models of reading behaviour in the increasingly complex information and media environments. The research investigating new forms of reading requires combination of traditional assessment methods with new and more sensitive tools. The emphasis is placed at transdisciplinary collaboration, drawing on scientific knowledge developed in psychology, education and library and information sciences. The objective of the interdisciplinary research team will be to demonstrate and empirically support the premise that, despite the increasing cognitive demands on reading in ICT settings, the nature and quality of reading remains the same. Its development depends on a stimulating language and literary environment during the early childhood. In this research the stimulating environment is represented by the implementation of a new language teaching programme (Zápotočná, Petrová, ŠVP, 2016) in selected preschools. The long-term effects of the programme based on this conception will be study using various cognitive, linguistic and metacognitive indicators of early literacy in preschool age children. The effects will be evaluated from a longitudinal perspective (2021-2022) – the same sample of preschoolers will be monitor in their first year of school – and their results will by compared with the results of children attended previous language preschool programme. The eye-tracking method will be used to investigate the direct effect that various forms of literary communication have on the quality and intensity of reception in preschool age children. This will make it possible to diagnose with more accuracy reading performances at subsequent stages of reading development (at school) and reading and information behaviours in different information environments. |
