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Keywords = school psychology in the Czech Republic

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14 pages, 746 KiB  
Article
Prerequisites of Good Cooperation between Teachers and School Psychologists: A Qualitative Analysis
by Zuzana Müllerová and Jan Šmahaj
Educ. Sci. 2023, 13(11), 1078; https://doi.org/10.3390/educsci13111078 - 26 Oct 2023
Cited by 2 | Viewed by 2624
Abstract
The aim of this study was to determine what kinds of factors play a role in the formation of relationships and cooperation between teachers and school psychologists in Czech schools and the ways in which these factors operate. We used a qualitative methodological [...] Read more.
The aim of this study was to determine what kinds of factors play a role in the formation of relationships and cooperation between teachers and school psychologists in Czech schools and the ways in which these factors operate. We used a qualitative methodological design with data collection conducted in the form of semi-structured interviews with eight teachers and ten school psychologists. Subsequent analysis was performed using the grounded theory method. The results indicated the central importance of how a given teacher views the school psychologist, which further determines which factors will influence the degree to which the psychologist is accepted. The following factors were shown to be important in the relationship between a psychologist and a teacher’s neutral attitude toward them: the characteristics of the teacher and the psychologist, the role of school management, the role of school focus and the degree to which the psychologist’s role is understood. The discrepancy between the actual role of the school psychologist and how their role is perceived by the teachers can be a source of issues in cooperation and trust between the two. Full article
(This article belongs to the Section Education and Psychology)
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15 pages, 396 KiB  
Article
Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic
by Elena Korneeva, Wadim Strielkowski, Raisa Krayneva and Anna Sherstobitova
Int. J. Environ. Res. Public Health 2022, 19(21), 13928; https://doi.org/10.3390/ijerph192113928 - 26 Oct 2022
Cited by 16 | Viewed by 3493
Abstract
Our paper focuses on the issues of social health and psychological safety of university students involved in digital sustainable education during the COVID-19 pandemic. Currently, modern education is becoming inclusive due to the advancements in information and communication technologies (ICT), and it is [...] Read more.
Our paper focuses on the issues of social health and psychological safety of university students involved in digital sustainable education during the COVID-19 pandemic. Currently, modern education is becoming inclusive due to the advancements in information and communication technologies (ICT), and it is important not only to stress the relevance of sustainable development and the use of digital technologies, but also their impact on students at schools and universities worldwide. Digital literacy is a newly emerging feature that results from the attitude of team members in the field of digital technologies. This paper explores the impacts of the COVID-19 pandemic on students’ learning and well-being and outlines the potential considerations for educational systems as they support students through the recovery period and beyond. Our study is based on the results of our own survey that was administered using a snowball and convenient sample of 1524 respondents (aged 19–26 years; 56.2% females and 43.8% males) from the Czech Republic (N = 804) and Russia (N = 720). We employed the ANOVA and Dirichlet Process mixtures of Generalized Linear Models (DP-GLM) in order to explain the causes of stress and anxiety after grouping variables represented by gender and the study specializations. Our results demonstrate that more than 87% of the students in the sample expressed a medium to high vulnerability to stress, while 58% of the respondents were affected by severe anxiety during their online education engagement. The most important factors that emerged as significant were the fear of getting infected and social distancing, while the best strategy to cope with the stress was self-control. These results allow us to provide practical recommendations for effectively coping with and controlling stress and anxiety among students in the post-pandemic era. In addition, our findings might contribute considerably to the study of the overall long-term effect of the COVID-19 pandemic on the university students, in general, and the use of digital technologies in higher education, as well as on the public health. Full article
12 pages, 345 KiB  
Article
Does Playing Video Games Increase Emotional Creativity?
by Inna Čábelková, Wadim Strielkowski, Anna Rybakova and Alla Molchanovа
Int. J. Environ. Res. Public Health 2020, 17(7), 2177; https://doi.org/10.3390/ijerph17072177 - 25 Mar 2020
Cited by 17 | Viewed by 9189
Abstract
Emotional creativity (EC), which constitutes a main aspect of the general creativity concept, is often shown to be substantially related to positive emotional experiences, effective motivation, and innovation at the workplace as well as at school. However, little is known about the relationship [...] Read more.
Emotional creativity (EC), which constitutes a main aspect of the general creativity concept, is often shown to be substantially related to positive emotional experiences, effective motivation, and innovation at the workplace as well as at school. However, little is known about the relationship between emotional creativity and the time people tend to spend playing video games. Nowadays, video games and virtual reality have become an important aspect of public health and psychological research. They constitute a key element of popular culture and generate considerable economic profit as part of the public entertainment industry. Our study is based on the results of an emotional creativity inventory (ECI) survey that was administered at a snowball and convenient sample of 453 respondents (aged 18–60 years, M ± SD: 23.68 ± 6.36; 66.40% women, 20.00% with higher education) from the Czech Republic who were questioned about their habits and the time they devote to playing video games. The sample country was selected as one with a long tradition of homebrew video gaming going back to the 1980s. We employed a set of multinomial regression analyses, which revealed that more time devoted to playing video games is associated with lower emotional creativity, in general, as well as with lower novelty, preparedness, and effectiveness components of emotional creativity. The negative association above was less pronounced for women than for men. Moreover, in a sample containing only women, a longer time devoted to playing video games was associated with the higher novelty component of emotional creativity (the associations with the other two components were not statistically significant for women only). Our findings might considerably contribute to the study of the general overall long-term effect of video games and the use of digital technologies in general on public health. Full article
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