Marcela Verešová | Constantine the Philosopher University Nitra (original) (raw)

Papers by Marcela Verešová

BCE Official Conference Proceedings, Nov 10, 2023

The teaching profession depends on skills and professional competencies, which can be summarized ... more The teaching profession depends on skills and professional competencies, which can be summarized under the term professional competence. Professional competencies entitle the teacher to perform skilled activities as teachers. In the present study, we investigated which cognitive skills support better development of professional competencies. The main aim of the study was to examine the relationship between teachers' professional competencies and their cognitive abilities. A total of 591 teachers aged 20 – 72 years (M=43.56, SD=10.92) participated in the study. Teachers' professional competencies were measured using the Teacher Interaction Questionnaire, the Slovak Teaching Style questionnaire, and the Didactic Competencies Questionnaire. Cognitive abilities were measured as critical thinking disposition (using the Critical Thinking Disposition Scale), scientific trust (using the Credibility of Science Scale), and psychological misconceptions (using the Psychological Information Questionnaire). Results (controlled for age and practice) showed positive relationships between critical thinking disposition and the interaction styles of leadership, helpfulness, understanding, and student-teacher responsibility (r= .382 - .502), alongside with didactic competencies (planning and preparation, realization, classroom climate, diagnosis and evaluation, and self-reflection; r= .410 - .731) and with managerial and supporting teaching styles (r= .404 - .709). There were no associations with scientific trust or psychological misconceptions. The findings suggest the importance of supporting the development of critical thinking during undergraduate teacher education to promote the development of professional competencies.

Cogent Education, Dec 16, 2023

Non-behavioral factors potentially enhance the development of teachers’ professional competencies... more Non-behavioral factors potentially enhance the development of teachers’ professional competencies. Because there is a lack of research examining the direct relationships between teachers’ professional competencies and these nonbehavioral factors, present study aimed to identify the main cognitive, personality and motivational antecedents of professional competencies among Slovak in-service teachers. The relationships between professional competencies, cognitive abilities (including executive functions, cognitive reflection and scientific reasoning), personality and motivation were measured in order to identify the main antecedents of teachers’ professional competencies. A total of 443 in-service teachers (88.7% women) aged 21–70 years old with 0 to 50 years of practice participated in the data collection. The main positive antecedents of professional competencies were having personality traits of agreeableness, conscientiousness and openmindedness, having intrinsic and altruistic motivation and having developed executive function plans and time management. The main negative antecedent of professional competencies was the personality trait negative emotionality. It follows that these non-behavioral factors should be considered in the selection of student applicants and that more should be done to develop cognitive abilities during teacher training, including social psychological training.

Zenodo (CERN European Organization for Nuclear Research), Sep 30, 2018

The paper offers an initial theoretical insight into critical and creative thinking constructs (t... more The paper offers an initial theoretical insight into critical and creative thinking constructs (tools), as well as it provides the theoretical and empirical evidence of the relationship between mentioned variables and their level in specific populations. The main objective is to verify differences in critical and creative thinking of teacher trainees within the region schools, considering their fields of study. Critical thinking has been mapped by W-GSTA questionnaire and for creative thinking has been applied Test for Creative Thinking-Drawing Production (TCT-DP). The sample consisted of 317 teacher trainees studying single-subject study programmes (humanities or natural sciences) or two-subject study in combination. Statistical analyses have revealed the significant difference in the rate of critical and creative thinking. Particularly, teacher trainees of two-subject study in combination have achieved significantly higher results in a critical thinking in comparison with teacher trainees studying humanities. On the other hand, teacher trainees of natural sciences have achieved higher results in a creative thinking in comparison with students of humanities.

Cogent Education, 2024

Non-behavioral factors potentially enhance the development of teachers’ professional competencies... more Non-behavioral factors potentially enhance the development of teachers’
professional competencies. Because there is a lack of research examining the direct relationships between teachers’ professional competencies and these nonbehavioral factors, present study aimed to identify the main cognitive, personality and motivational antecedents of professional competencies among Slovak in-service teachers. The relationships between professional competencies, cognitive abilities (including executive functions, cognitive reflection and scientific reasoning),
personality and motivation were measured in order to identify the main antecedents of teachers’ professional competencies. A total of 443 in-service teachers (88.7% women) aged 21–70 years old with 0 to 50 years of practice participated in the data collection. The main positive antecedents of professional competencies were having personality traits of agreeableness, conscientiousness and openmindedness,
having intrinsic and altruistic motivation and having developed
executive function plans and time management. The main negative antecedent of professional competencies was the personality trait negative emotionality. It follows that these non-behavioral factors should be considered in the selection of student applicants and that more should be done to develop cognitive abilities during teacher training, including social psychological training.

The 4th Barcelona Conference on Education 2023: Official Conference Proceedings, 2023

The teaching profession depends on skills and professional competencies, which can be summarized ... more The teaching profession depends on skills and professional competencies, which can be summarized under the term professional competence. Professional competencies entitle the teacher to perform skilled activities as teachers. In the present study, we investigated which
cognitive skills support better development of professional competencies. The main aim of the study was to examine the relationship between teachers' professional competencies and their cognitive abilities. A total of 591 teachers aged 20 – 72 years (M=43.56, SD=10.92) participated in the study. Teachers' professional competencies were measured using the
Teacher Interaction Questionnaire, the Slovak Teaching Style questionnaire, and the Didactic Competencies Questionnaire. Cognitive abilities were measured as critical thinking disposition (using the Critical Thinking Disposition Scale), scientific trust (using the Credibility of Science Scale), and psychological misconceptions (using the Psychological Information Questionnaire). Results (controlled for age and practice) showed positive relationships between critical thinking disposition and the interaction styles of leadership, helpfulness, understanding, and student-teacher responsibility (r= .382 - .502), alongside with didactic competencies (planning and preparation, realization, classroom climate, diagnosis and evaluation, and self-reflection; r= .410 - .731) and with managerial and supporting
teaching styles (r= .404 - .709). There were no associations with scientific trust or psychological misconceptions. The findings suggest the importance of supporting the development of critical thinking during undergraduate teacher education to promote the development of professional competencies.

The main objective of the paper is to identify gender differences in risk behavior in the context... more The main objective of the paper is to identify gender differences in risk behavior in the context of the perceived parenting styles and to analyse if model consisting of parenting styles (democratic, liberal, autocratic or indifferent) and adolescent´s gender is a predictor of risk behavior of early and middle adolescents. We used the Risk Behavior Questionnaire-consisting of six subscales: family and daily rituals, school and friendship, addictive behavior, delinquent behavior, bullying and inappropriate eating habits and physical activities. In order to identify parenting styles, we used the Parenting Styles Questionnaire (PSQ). The research sample consisted of 579 adolescents (275 boys and 304 girls) in age 10-16 from all regions of the Slovak Republic. Based on statistical analyses, it was revealed that a model consisting of parenting styles (democratic, liberal, autocratic and indifferent) and gender, is a statistically significant predictor of risk behavior (V = 0.436, F = 63.878, p <0.001). We place the research results in the context of undergraduate training of teachers and school psychologists with an emphasis on development of knowledge and skills (professional development) in the academic subject Health psychology.

Vedecká monografia je vydaná s podporou projektu VEGA 1/0084/21 "Osobnostné, kognitívne a motivač... more Vedecká monografia je vydaná s podporou projektu VEGA 1/0084/21 "Osobnostné, kognitívne a motivačné prediktory profesijných kompetencií učiteľov v pregraduálnej príprave a v praxi". Za kolektí v autorov a ries iteľov projektu VEGA Marcela Veres ova , prva autorka a zodpovedna ries iteľka projektu

International journal of research - granthaalayah, Sep 30, 2018

Sborník z mezinárodní konference ICOLLE 2022: „Omnes, omnia, omnio“ pro 21. století

Vedecká štúdia vznikla s podporou projektu VEGA 1/0084/21 "Osobnostné, kognitívne a motivačné pre... more Vedecká štúdia vznikla s podporou projektu VEGA 1/0084/21 "Osobnostné, kognitívne a motivačné prediktory profesijných kompetencií učiteľov v pregraduálnej príprave a v praxi".

Diskuze v psychologii

Primárnym cieľom nášho výskumu je analyzovať rozdiely v zložkách homonegativity, binegativity a t... more Primárnym cieľom nášho výskumu je analyzovať rozdiely v zložkách homonegativity, binegativity a transnegativity (HBT) a vybraných faktoroch HBT (charakteristiky rovesníckeho tlaku, nepodložené mýty a tvrdenia o HBT) u slovenských adolescentov vzhľadom na ich sexuálnu identifikáciu a rod. Sekundárnym cieľom je identifikovať vzťah medzi výskumnými premennými. Ako výskumné metódy sme využili nami modifikovanú verziu The Homophobia Scale (Wright, Adams, & Bernat, 1999); modifikovanú verziu The Perceived Peer Pressure Scale (Palani & Mani, 2016) a autorskú škálu Mýty a nepodložené tvrdenia o LGBT+ minorite. Výskumný súbor tvorilo 209 adolescentov slovenskej národnosti; 148 sa identifikovalo ako heterosexuálni/heterosexuálne a 61 sa identifikovalo ako LGBT+. Analýza preukázala signifikantné rozdiely takmer vo všetkých výskumných premenných v smere vyšších hodnôt u heterosexuálne identifikovanej populácie adolescentov, významný rozdiel sme nezaznamenali v rezistencii voči rovesníckemu tlaku. Zaznamenali sme významné štatistické genderové rozdiely u heterosexuálne identifikovaných adolescentov, kde muži dosahovali významne vyššie skóre vo všetkých zložkách homonegativity, binegativity a transnegativity v porovnaní s populáciou žien. Identifikovali sme tiež významný vzťah medzi kognitívnou, emocionálnou a behaviorálnou zložkou homonegativity, binegativity a transnegativity. Zistili sme, že LGBT+ identifikovaní adolescenti významne viac percipujú rovesnícky tlak (vrátane ziskov z členstva v rovesníckych skupinách) v porovnaní s heterosexuálne identifikovanými adolescentmi.

Psychology & Health, 2012

Several authors (e.g. Diener, Suh, 1997) saturate the concept of quality of life with two key ind... more Several authors (e.g. Diener, Suh, 1997) saturate the concept of quality of life with two key indicators: psychological well-being and life satisfaction. Despite these facts the research on adolescents? quality of life mostly focused on the group of adolescents who suffer from some diseases (also from the aspects of sex differences). The main objective of our research was to identify intersexual differences within the indicators of quality of life among healthy adolescents. The sampling included 154 adolescents aged 15–17 (76 boys, 78 girls). We applied the Psychological General Well-being Inventory (Dupuy, 1984) and Questionnaire of Live Satisfaction (Fahrenberg, 2000). We found significant differences within the indicators of psychological well-being with girls compared with boys in the following dimensions: anxiety, and depressed mood. We found that significantly higher evaluation of satisfaction with health in life satisfaction indicator with boys compared with girls.

Procedia - Social and Behavioral Sciences, 2015

Several experts (Paunonen & Ashton, 2001, Laidra, Pullmann, & Allik, 2007, Komarraju et al., 2011... more Several experts (Paunonen & Ashton, 2001, Laidra, Pullmann, & Allik, 2007, Komarraju et al., 2011 and others) noted a significant correlation between learning styles, personality traits and academic achievement. We decided to find out what is the relation between the Big Five personality traits (Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism) and different preferred learning strategies (Deep Processing, Elaborative Processing, Fact Retention, Methodical Study) and academic achievement (measured by GPA and success at the state final examination). The sample included 254 graduates of the first cycle degree programs at Constantine the Philosopher University in Nitra. We found a significant relation of all four learning strategies with academic achievement and positive relation with personality traits Openness, Conscientiousness with academic achievement of university students. Conscientiousness and Openness appears to facilitate a variety of effective learning strategies and may be especially useful traits for attaining high levels of academic achievement.

Psychology & Health, 2010

In this article, we focus on the question of whether the health locus of control in cancer patien... more In this article, we focus on the question of whether the health locus of control in cancer patients from the Slovak Republic relates to their life meaningfulness. We expect a positive relationship between the internal health locus of control and overall life meaningfulness (as well as its individual components – cognitive, affective, and motivational). We measure the health locus of control by the multidimensional Health Locus of Control Scale (Wallston, Stein, Smith, 1994) and the life meaningfulness using the Life Meaningfulness Scale (Halama, 2002). The research consisted of a set of 89 cancer patients, including 43 men and 46 women. In research, we have found out statistically significant positive correlation for all three components of life meaningfulness as well as the overall life meaningfulness with an internal health locus of control in cancer patients, without finding differences in observed variables among respondents of both sexes. In the field of external health locus of control, we have seen a statistically significant negative correlation between the external health locus of control which is connected to chance or fate, and the motivational component of life meaningfulness.

Teaching and learning = Nasšava i učenije : Present Situation and Problems = Stanje i Problemi, 2011

We present the learning outcomes analysis of university students which are understood as effects ... more We present the learning outcomes analysis of university students which are understood as effects of preventive interventions in the context of both teaching and access conditions, we monitor relationships between the effects of prevention uttered by differences (test–retest I – retest II) in selected desired learning outcomes in the drug addiction prevention (attitude to drugs, the risk in behavior, the risk in social competences), the differences (test–retest II) in real drugs use (alcohol, tobacco, medicaments, marihuana) and preferred learning styles: Deep Processing, Methodical Study, Fact retention, Elaborative Processing.

Proceedings from International Conference The Teacher-Training Faculty of Užice, 2012

The aim of this paper is to highlight the key expected learning outcomes linked to the subject "P... more The aim of this paper is to highlight the key expected learning outcomes linked to the subject "Primary prevention of drug addiction" in the second level of university study of future teachers. In our research study we highlights the importance of measuring key knowledge and skills that we consider to be the primary learning outcomes in this subject, which are significant mediators of drug use. In this paper we present the changes in some mediators of drug use after completing the two semester´s preparation of future teachers of psychology in study subject "Primary prevention of drug use".

Psychology & Health, 2011

The research objective was to point to differences in proactive coping and self-efficacy of drug ... more The research objective was to point to differences in proactive coping and self-efficacy of drug users compared with abstainers and to their relationship. We have used GSES (Schwarzer, Jerusalem, 1993) and PCI (Greenglass et al., 2001). The research sample consisted of 132 adolescents, including 53 abstainers and 79 drug users (alcohol, and marijuana use). We have found out that abstainers have significantly higher self-efficacy and prefer more significant proactive coping in comparison with drug users. We have also observed a significant positive relationship between proactive coping and self-efficacy with respondents in both groups (r=0.836, p<.001). High scores of proactive coping and self-efficacy dominate with people who realize their abilities and possibilities to solve problems successfully, the problems which they accept as challenges to be active (Greenglass et al., 2002), while this group of people was significantly represented y abstainers in our research sample.

Psychology & Health, 2013

The aim of our research was to compare individual dimensions of life satisfaction of partners acc... more The aim of our research was to compare individual dimensions of life satisfaction of partners according to the type of partner relation – living in cohabitation and in matrimony for more than 1 year. Based on existing research and theories (e.g. Ermisch, Francesconi, 1998, Sarantakos, 1984, Mastekaasa, 1994, Waite, Gallagher, 2000), cohabitants have a higher tendency to instability in relationships, more health problems, experience higher economic discontent, they don’t trust their partner as much as people living in matrimony. We assume that cohabitants in adult age will have lower life satisfaction compared to people living in matrimony. The research file consisted of 98 adult persons living in cohabitation and 114 adult persons living in matrimony. The male and female ratio was equal. The average age was 42.8 years. Life satisfaction was determined using a Life satisfaction questionnaire (Fahrenberg et al., 2001). Higher life satisfaction of people living in matrimony compared to people living in cohabitation was confirmed in all dimensions: life satisfaction with health, occupation, financial situation, their person, sexuality, social network of friends and acquaintances, living (p<0,01), with partnership and matrimony (p = ,002), with spending free time (p = ,015), with relationship to children (p = ,021). According to research resources, we can generally state higher life satisfaction of people living in matrimony compared to people living in cohabitation.

Psychology & Health, 2011

The research starting point was the approach of mediators to drug use (Hansen et.al, 1996) with a... more The research starting point was the approach of mediators to drug use (Hansen et.al, 1996) with an emphasis on the strongest mediate factor of drug use- attitude to drugs. The research objective was to experimentally verify the assumption of consistency increase tied to the three-component structure of drugs attitude (measured by Questionnaire of drugs attitude, Varmuža,1994) due to the application of the prevention program which was based on a combination the informational, affective and social skills training approach, with 180 university students (5 experimental groups). We have noticed various progress within the particular groups of consistency/inconsistency of drugs attitude, while progress trend leads from the linked system of deviations with prevailing of inconsistent antidrug attitude to drugs towards a comparable representation of consistent antidrug attitude and inconsistent attitude with prevailing the anti-drug attitude in two components (after 5 months) up to systematic set up of deviations with prevailing of inconsistent antidrug attitude to drugs towards a comparable representation of consistent antidrug attitude and inconsistent attitude with prevailing the anti-drug attitude in two components (after 5 months) up to systematically set up of deviations with a significant representation in the antidrug attitude group (after 10 months).

Psychology & Health, 2012

The study aimed to assess the relationship between both positive(PA) and negative (NA) affect on ... more The study aimed to assess the relationship between both positive(PA) and negative (NA) affect on psychological well-being (measured by the Psychological General Well-being Inventory-Dupuy, 1984) and life satisfaction (measured by Life Satisfaction Questionnaire- Fahrenberg et al., 2000) of adolescents. Affectivity was measured by Bradburn scale of positive and negative affect (Warr et al., 1983). The research sample consisted of 154 adolescents (in the age 15–17). We have observed a significant positive relationship between PA and life satisfaction and psychological well-being. We have also observed a significant negative relationship between NA and life satisfaction and psychological well-being in a group of adolescents. We argue as well as Brennan et al.(2006) that given the distinct nature of PA and NA it is important to distinguish their respective potential influences on self-ratings of quality of life.

BCE Official Conference Proceedings, Nov 10, 2023

Cogent Education, Dec 16, 2023

Zenodo (CERN European Organization for Nuclear Research), Sep 30, 2018

Cogent Education, 2024

Non-behavioral factors potentially enhance the development of teachers’ professional competencies... more Non-behavioral factors potentially enhance the development of teachers’
professional competencies. Because there is a lack of research examining the direct relationships between teachers’ professional competencies and these nonbehavioral factors, present study aimed to identify the main cognitive, personality and motivational antecedents of professional competencies among Slovak in-service teachers. The relationships between professional competencies, cognitive abilities (including executive functions, cognitive reflection and scientific reasoning),
personality and motivation were measured in order to identify the main antecedents of teachers’ professional competencies. A total of 443 in-service teachers (88.7% women) aged 21–70 years old with 0 to 50 years of practice participated in the data collection. The main positive antecedents of professional competencies were having personality traits of agreeableness, conscientiousness and openmindedness,
having intrinsic and altruistic motivation and having developed
executive function plans and time management. The main negative antecedent of professional competencies was the personality trait negative emotionality. It follows that these non-behavioral factors should be considered in the selection of student applicants and that more should be done to develop cognitive abilities during teacher training, including social psychological training.

The 4th Barcelona Conference on Education 2023: Official Conference Proceedings, 2023

The teaching profession depends on skills and professional competencies, which can be summarized ... more The teaching profession depends on skills and professional competencies, which can be summarized under the term professional competence. Professional competencies entitle the teacher to perform skilled activities as teachers. In the present study, we investigated which
cognitive skills support better development of professional competencies. The main aim of the study was to examine the relationship between teachers' professional competencies and their cognitive abilities. A total of 591 teachers aged 20 – 72 years (M=43.56, SD=10.92) participated in the study. Teachers' professional competencies were measured using the
Teacher Interaction Questionnaire, the Slovak Teaching Style questionnaire, and the Didactic Competencies Questionnaire. Cognitive abilities were measured as critical thinking disposition (using the Critical Thinking Disposition Scale), scientific trust (using the Credibility of Science Scale), and psychological misconceptions (using the Psychological Information Questionnaire). Results (controlled for age and practice) showed positive relationships between critical thinking disposition and the interaction styles of leadership, helpfulness, understanding, and student-teacher responsibility (r= .382 - .502), alongside with didactic competencies (planning and preparation, realization, classroom climate, diagnosis and evaluation, and self-reflection; r= .410 - .731) and with managerial and supporting
teaching styles (r= .404 - .709). There were no associations with scientific trust or psychological misconceptions. The findings suggest the importance of supporting the development of critical thinking during undergraduate teacher education to promote the development of professional competencies.

International journal of research - granthaalayah, Sep 30, 2018

Sborník z mezinárodní konference ICOLLE 2022: „Omnes, omnia, omnio“ pro 21. století

Diskuze v psychologii

Psychology & Health, 2012

Procedia - Social and Behavioral Sciences, 2015

Psychology & Health, 2010

Teaching and learning = Nasšava i učenije : Present Situation and Problems = Stanje i Problemi, 2011

Proceedings from International Conference The Teacher-Training Faculty of Užice, 2012

Psychology & Health, 2011

Psychology & Health, 2013

Psychology & Health, 2011

Psychology & Health, 2012

Odpovede na výskumné otázky sú sformulované v časti Diskusia a Odporúčania pre prax.

Konvergencie vedeckej činnosti študentov a učiteľov , 2022

Časť 2 Ďalšie významné aspekty psychologického poznania pre pedagogických a odborných zamestnanco... more Časť 2 Ďalšie významné aspekty psychologického poznania pre pedagogických a odborných zamestnancov škôl EMOCIONÁLNA INTELIGENCIA A VZŤAHOVÁ VÄZBA DOSPIEVAJÚCICH

Osobnosť a motivácia k voľbe povolania ako prediktory profesijných kompetencií učiteľov v pregraduálnej príprave a v praxi, 2023

KONVERGENCIE VEDECKEJ ČINNOSTI ŠTUDENTOV A UČITEĽOV, 2020

Všetky práva sú vyhradené. Toto dielo ani žiadnu jeho časť nemožno reprodukovať bez súhlasu majit... more Všetky práva sú vyhradené. Toto dielo ani žiadnu jeho časť nemožno reprodukovať bez súhlasu majiteľov práv.

RIZIKOVÉ SPRÁVANIE DOSPIEVAJÚCICH V SYSTÉME VYŠŠIEHO SEKUNDÁRNEHO VZDELÁVANIA, 2020

Health and Academic Achievement, 2018

In this chapter, we focused on an analysis of relationship between academic self-efficacy (ASE), ... more In this chapter, we focused on an analysis of relationship between academic self-efficacy (ASE), approach to learning (deep-DA and surface-SA), heteronomous (HAA) and autonomous evaluation (AAA) of academic achievement of adolescents. The purpose of this study is to examine if ASE and approach to learning (DA, SA) predict AAA and HAA of adolescents and if AAA is effective to the ASE. The sample consisted of 457 adolescents (268 girls and 189 boys). We used Morgan-Jinks Student Efficacy Scale. We measured academic achievement by grade point average. Autonomous evaluation of academic achievement was measured by perceived self-evaluation of academic achievement. Approach to learning we measured with The Revised Study Process Questionnaire. Our assumption about the correlation of all variables monitored (only with exception of the surface approach to learning) was confirmed. We have identified that academic self-efficacy, similarly as the preferred approach to learning (deep or surface), constitute an important predictor of heteronomous evaluation of academic achievement, and also that HAA is a significant predictor of AAA, while AAA is an important predictor of ASE in the age cohort of adolescents.