Interethnic bullying that targets ethnic minority students has serious consequences for the lives of victimized students. Teachers’ evaluations of the bullying are critical because teacher intervention can stop bullying and improve the adjustment of victimized students. Because the literature has documented partially overlapping biases against people of Arab ethnicity and people with refugee backgrounds, this study investigated whether teachers’ attitudes toward refugees play a role in their evaluations of the interethnic bullying of an Arab student. Teachers (n = 373; 77

Available statistics and research show that there are large differences in the content and conditions of education and the socio-economic composition of students between the tracks offered in the Czech secondary school system (the vocational track, technical track, and academic track).The graduates of these different tracks show large differences in educational outcomes, including noncognitive outcomes such as motivation to study, self-concept, and civic attitudes.There is no consensus on whether differences in outcomes are primarily due to differences in the knowledge and attitudes that young people already have upon entering the different tracks, or whether the school or the school environment is also responsible for these differences.Using the method of propensity score matching, this study seeks to reveal the differences in knowledge and attitudes of eighteenyear-old students in individual secondary school tracks who had the same characteristics when entering high school, i.e. they had similar study prerequisites and family background.Analyses of a sample of 1,231 academic track students and 1,097 vocational track students suggest that differences in cognitive and noncognitive outcomes are amplified by the track students attend, but that in many characteristics there are also strong similarities between students across different tracks.

Research shows that the concept of academic futility is promising for studying the mechanisms that cause differences in educational outcomes in general and vocational programmes. The aim of this paper is to test the hypothesis that in the Czech Republic, a country with one the largest VET sectors in Europe, the worse achievement of students in vocational programmes can also be explained by academic futility, and to explore the relationship between futility and the track attended. The conceptualisation of academic futility returns to the three-dimensional concept proposed by Brookover and Schneider in 1975. The analysis was carried out on a sample of 4871 upper secondary students. Confirmatory factor analysis showed a good fit of the model for a two-level (student and class) concept of academic futility. Two-level structural equation modelling showed a negative relationship between futility and achievement and a lower culture of futility in classes with higher socio-economic status.

An individual's political attitudes have been documented as the most important predictor of acceptance of government measures against the COVID‐19 pandemic. Their effect, however, is somewhat unclear and cannot be reduced to one dimension. In this article, we test whether general attitudes toward policy instruments might, together with left–right orientation, authoritarianism, social liberalism, and attitudes to state intervention, explain attitudes to policy instruments used to combat COVID‐19. The predictiveness of models of attitudes toward three different types of policy instruments to address the COVID‐19 pandemic was tested using a study of Czech university students). We found that individuals' general attitudes toward policy instruments are best measured by posing direct survey questions. Structural equation modeling was used to estimate the independent effects of general attitudes toward three different types of policy instruments on attitudes toward specific policy instruments for combating COVID‐19. We found that an individuals' general tendency to prefer an information, regulatory, or economic instrument significantly affects their attitude toward specific policy solutions, even after controlling for political orientation. These results provide novel empirical evidence for the autonomy of policy instruments attitudes (APIA) theory. The general attitudes toward policy instrument types are reflected in individuals' attitudes toward specific policy instruments, such as those used to combat COVID‐19.

Objectives. The aim of this article is to present construct validity of a three-dimensional Per -sonal Reflexivity Scale (PRS) with a special focus on multi-professional comparisons of reflexivity with other (e.g. contextual) factors in social and health services. Sample and settings. The tool for construct vali-dation was developed by exploratory analysis of data obtained in 2019 on the Czech adult population from the age of 18 (N=1018). These data included the three original (broader) versions of the scales measuring reflectivity, awareness and empathy (SRIS, PHLMS and DE14). For the construct validation of the short version of PRS in total 730 Czech social workers and nurses were interviewed through an online questionnaire. The sample was expertise based, the data were collected during the COVID pan-demic from May 2021 to January 2022. Hypothesis. The expectation was that explored dimensions and items of the three original in-struments (SRIS, PHLMS, DE14) are relevant for measuring three different facets of reflexivity, which could be combined, and it is possible to prepare a single summarizing tool for measuring personal reflexivity (PRS). Statistical analysis. The confirmatory fac-tor analysis and scale reliability (McDonald's omega) was conducted to evaluate the construct validity of the three dimensions of PRS on the sample of nurses and social workers. In some cases, the original instruments were modified (through the correlated residuals). Results. The result of the described steps is the proposal for a shorter personal reflexivity scale with three conceptualized dimensions - inten-tional reflectivity, present moment reflexivity and relational reflexivity. The construct valida-tion shows that the scale is particularly relevant for research on social workers and nurses. Limitations. The first limitation is the fact that the study is restricted only to the Czech Repub-lic. The question is also whether the instrument will be functional for groups other than social workers and nurses; this aspect will need veri-fication. From the data for the general Czech Republic, the authors recognized that the instru-ment would also be functional for the general population. It must be considered also that the data were collected during different waves of the COVID epidemic, which may have slightly affected the comparability of the data.

The effect of personality traits on political attitudes, and preference for supportive versus regulatory policy instruments in employment policy Objectives. The goal was to find out whether pu- blic policy attitudes to the preference of policy instruments in solving long-term unemployment are explained through a big-five factor model of personality or through political orientation. Participants and settings. Authors administered a questionnaire survey among 8,554 university students in the Czech Republic. Hypothesis. Public policy attitudes to individual policy instruments are most influenced by poli- tical orientation and the related personality traits of openness and conscientiousness. Authors as- sume that the personality traits of openness and conscientiousness correlate most significantly with the ideological predisposition, however, the political orientation directly influences pre- ferences for policy instruments. Statistical analysis. Correlation analysis, multi- ple linear regression, structural models. Results. Public policy attitudes to policy instru- ments were most influenced by political orientation and the related personality traits of ope- nness and conscientiousness. However, on the basis of structural models, not only the direct in- fluence of political orientation on preferences to policy instruments has been demonstrated; from the personality traits, it is again an openness of mind and conscientiousness. Study limitation. The use of a short version of BFI-10; the lack of theoretical and empirical studies dealing with the influence of personality traits on public policy making.

The effect of personality traits on political attitudes, and preference for supportive versus regulatory policy instruments in employment policy Objectives. The goal was to find out whether public policy attitudes to the preference of policy instruments in solving long-term unemployment are explained through a big-five factor model of personality or through political orientation.Participants and settings. The authors administered a questionnaire survey among 8,554 university students in the Czech Republic.Hypothesis. Public policy attitudes to individual policy instruments are most influenced by political orientation and the related personality traits of openness and conscientiousness. Authors assume that the personality traits of openness and conscientiousness correlate most significantly with an ideological predisposition, however, political orientation directly influences preferences for policy instruments.Statistical analysis. Correlation analysis, multiple linear regression, structural models.Results. Public policy attitudes to policy instruments were most influenced by political orientation and the related personality traits of openness and conscientiousness. However, on the basis of structural models, not only the direct influence of political orientation on preferences to policy instruments has been demonstrated; from the personality traits, it is again an openness of mind and conscientiousness.Study limitation. The use of a short version of BFI-10; the lack of theoretical and empirical studies dealing with the influence of personality traits on public policy making. Cíle. Cílem je zjistit, zda může být preference opatření sloužících k řešení problému dlouhodobé nezaměstnanosti vysvětlena prostřednictvím pětifaktorového modelu osobnosti či prostřednictvím politické orientace.Participanti a procedura. Dotazníkové šetření mezi 8 554 studenty vysokých škol v České republice.Hypotéza. Základní hypotéza vychází z předpokladu, že veřejně politické postoje k jednotlivým opatřením nejvíce ovlivňuje politická orientace a s tím související osobnostní rys otevřenost a svědomitost. Předpokládáme, že osobnostní rysy otevřenost a svědomitost nejvýznamněji korelují s ideologickou predispozicí, nicméně přímý vliv na postoj k jednotlivým opatřením má právě politická orientace.Statistická analýza. Korelační analýza, mnohonásobná lineární regrese, strukturní modely.Výsledky. Veřejně politické postoje k jednotlivým opatřením nejvíce ovlivňuje politická orientace a s tím související osobnostní rysy otevřenost a svědomitost. Na základě strukturních modelů se však neprokázal pouze přímý vliv politické orientace na postoje k jednotlivým opatřením, ale také vliv dvou osobnostních rysů (otevřenost mysli a svědomitost).Omezení studie. Použití krátké verze BFI-10, nedostatek teoretických a empirických studií zabývajících se vlivem osobnosti na tvorbu veřejné politiky.

While the effect of academic discipline on political attitudes has long been acknowledged, much less is known on how disciplinary background affects policy attitudes. Linder and Peters (1992) argued that attitudes to policy instruments correspond with discipline: lawyers are assumed to tend to be partial to legalistic regulatory instruments, economists to favor economic tools such as loans or taxation. Nevertheless, relevant empirical evidence is almost non-existent. The paper attempts to bridge this gap by comparing policy instruments attitudes in different academic disciplines on a sample of Czech university students (N = 8820). We inquire whether students in different academic fields (with special emphasis on economics, law, education, political science, and mass media/journalism) differ in their political and policy views. In line with previous research, students pursuing economics and law (as well as education) are found to be more right-wing oriented than students of political science and mass media. Students also differ in terms of their overall acceptance of policy instruments, with those of political science being the most accepting of all types of instruments. However, we find little support for the correspondence thesis proposed by Linder and Peters.

Objectives. Due to the rise of depressive symptomatology especially among vulnerable populations such as young adults during the COVID-19 outbreak, a reliable measuring tool is needed. Because of the lack of such studies, the authors decided to validate the 8-item Center for Epidemiologic Studies Depression Scale (CES-D 8) among Czech university students capturing the beginning of lockdown experience.Statistical analyses. Confirmatory factor analysis was conducted and structural equation modelling with diagonally weighted least squares estimation using lavaan was employed. Different hypotheses about the dimensionality of the CES-D 8 scale were tested. The authors assessed the measurement equivalence of the CES-D 8 scale according to gender using multigroup confirmatory factor analysis. The effect of socio-demographic and COVID-19 issues variables on depression was examined.Results. One dimensional model with correlated errors showed sufficient validity and therefore, the best fit. Multigroup confirmatory factor analysis results revealed that the factor structure is invariant across gender. Women and those who reported financial distress and academic stress showed a higher level of depressive symptomatology. On the other hand, relationships proved to have a protective effect. Limitations. The sample came from an online survey, respondents were self-selected. There was a gender imbalance in the sample that cannot be explained by a higher number of women in the Czech university environment.Conclusions. The CES-D 8 proved to be a useful instrument for measuring depressed mood that opens further possibilities for depression research in the university environment and during pandemic situations.

Michigan Diabetes Knowledge Tool (MDKT) was developed to test the level of knowledge in managing Diabetes Mellitus.It is widely used as an original (for patients) and modified tool (for nurses or nursing students) around the world.Objectives: The aim is psychometric testing of the modified MDKT.Methods: This quantitative study uses descriptive statistics, Classical Test Theory (CTT), Item Response Theory (ITT), and reliability estimation within the convenient sample of students of nursing (N = 133).Data collection took place in 2018-2019 at a selected Czech University.Results: Using the MDKT only enables us to differentiate within a narrow spectrum of students whose knowledge is sub-average to average.The analysis has suggested the possibility of reducing the test while maintaining its psychometric parameters.Conclusions: The test is reliable, however too simple for our convenient sample of third-year nursing students, but this result cannot be generalised.Future investigations may lead to possible modifications, for example creating a more difficult version of the test and its revalidation.

The presented article has a theoretical and methodological character and discusses the possibilities of using measures of effect size, including their confidence intervals, on the example of tests in education. The article is divided into three parts. The first part describes and compares the issues of using statistical significance and measures of effect size. The text then deals with the basic measures of effect size and with the questions of their use. In conclusion, the authors try to critically evaluate and synthesize the presented information. The authors aim to bring this issue closer to the readers so that they are able to address the issue themselves and use the mentioned analyses in their research. The entire presentation is performed on the basis of real data.

A number of studies have shown the impact of teachers’ attitudes on student achievement. One of the concepts through which teachers’ attitudes can be operationalized is academic optimism. It includes perceptions of self-efficacy, trust in students and their parents, and an emphasis on academic outcomes. The influence of academic optimism on student achievement was demonstrated in the Czech Republic in lower secondary education. This study examines its application at the upper secondary level. The research seeks answer to the question of whether teachers’ academic optimism influences educational outcomes in mathematics and reading literacy, taking into account prior achievement, socioeconomic status, school composition and type of study (grammar vs. vocational). The analysis using multilevel structural equation modelling in the Mplus program was performed on data collected in 2016 and 2018 from 2320 students in the first and third years of grammar schools, and secondary technical and apprenticeship schools from 117 classes in 66 secondary schools and from 795 upper secondary teachers. Findings revealed that teachers’ attitudes differ between secondary school types. However, their influence on student outcomes could not be proven at the upper secondary school level.

The P value was introduced as a value to evaluate the results of statistical tests. The basic concept originated in the 1920s, and after the Second World War it was significantly expanded. For about the last three decades there has been intense discussion about the problematic features of the P value concept and its use in science, and voices calling to abolish use of the P value are growing louder. In addition, suggestions have been made for alternative procedures that could replace or supplement the P value. Statisticians have tried to invent an indicator similar to the P value, but without its weaknesses. There are many of these options. Besides alternatives within the classical statistical testing paradigm, the use of an alternative statistical approach, so-called Bayesian statistics, is increasingly being discussed. An example of a moderate recommendation is that of using the Bayes factor, essentially an analogue of the P value in the Bayesian world. The aim of this article is to present the Bayes factor in detail, to describe its similarities and dissimilarities with the P value, and discuss the possibilities of its calculation. In addition to computational procedures, a detailed discussion of the weaknesses of the Bayes factor is also included.

The school collegial climate presents an important context for teacher professional activities. This study investigated whether teachers' perceptions of school collegial climate characteristics (teacher-leadership collaboration, teacher-teacher collaboration, and teacher-teacher communication) are associated with teachers' active responses to bullying. Four active responses (authority-based interventions, encouraging victim assertiveness, working with the bully, and enlisting other adults) were differentiated, and the effects of teacher characteristics (gender, teaching experience, empathy, and social self-efficacy) were controlled for. The sample comprised 740 teachers from 118 schools in the Czech Republic. The results of multilevel models revealed no significant effects of teacher-leadership collaboration. Individual-level perceptions of teacher-teacher collaboration were positively associated with authority-based interventions and school-level perceptions of teacher-teacher communication were positively associated with working with the bully. The findings suggest that efforts to promote teachers' active responses to bullying could include fostering collaboration and communication among teachers in the school.

This article seeks to show that, although factor analysis (mostly in its exploratory version) is a method frequently applied by social-science researchers (it is often also discussed in basic data analysis textbooks), only a very basic version of it is used, with settings that are far from optimal. However, what settings are used can have major implications, primarily in the form of conceptual problems, where the exploratory version is often used instead of the confirmatory version. Other settings used can also have an impact on the results. These are mainly partial options, which are used mainly in the exploratory version, in particular the choice of the correct correlation coefficients, the choice of method for the initial extraction of factors, the choice of the rotation method and the choice of the number of factors with which we want to work in the exploratory version. The text discusses the algorithms for ordinal variables, and the possibility of determining the number of factors through parallel analysis or MAP. The practical example discusses the advantages of the oblique rotation of factors. The article seeks to highlight good practices that best reflect the current state of the art of quantitative methodology and statistics. In addition to the general guidelines, the article contains practical advice about software and recommends a procedural schema for using factor analysis.

Cílem příspěvku je seznámit s průběhem a výsledky validace a adaptace dotazníku CEQ (Course Experience Questionnaire) a diskutovat jeho využitelnost v aktuálních podmínkách českých vysokých škol. Originální verze dotazníku vznikla na základě intenzivních výzkumů učení studentů koncem 80. let v Austrálii a v současné době je jedním z celosvětově nejužívanějších nástrojů pro hodnocení kvality výuky studentem v terciárním vzdělávání. Vzhledem k aktuální potřebě českých vysokých škol realizovat autoevaluační procesy s použitím validních a spolehlivých nástrojů považujeme ověření psychometrických vlastností dotazníku a jeho adaptaci za jedno z možných řešení. V úvodní části textu je nastíněn kontext a okolnosti vzniku australského originálu včetně teoretických koncepcí, které se staly jeho základem. Proces adaptace a validace byl realizován na Pedagogické fakultě Univerzity Hradec Králové (PdF UHK) a proběhl ve dvou fázích kombinujících kvalitativní a kvantitativní přístup. V prvním kroku proběhla ohnisková skupina se studenty s cílem ověřit soulad mezi pojetím kvality výuky u českých studentů a zaměřením dotazníku. Následně byl přeložený dotazník administrován 661 studentům učitelství z PdF UHK a ověřován z hlediska konstruktové a kriteriální validity a reliability. Analýzy potvrdily originální pětifaktorovou strukturu dotazníku a uspokojivou vnitřní konzistenci všech škál. Výsledky jsou diskutovány a vztaženy ke zjištění zahraničních autorů i ke kontextu příležitostí a omezení pro používání v českém prostředí. V závěru je upozorněno na limity studie a jsou naznačeny další možné směry úprav.

International research shows that the concept of academic futility is a promising one for studying the mechanisms that cause differences in educational outcomes in general and vocational secondary school programmes. Given that there are large differences between general and vocational programmes in the Czech education system, in terms of the content of education, the conditions of education, student composition, and learning outcomes, it is important to take a deeper look at the causes of these differences. The aim of this paper is to test the original, three-dimensional version of the concept of academic futility at Czech secondary schools. The concept was tested on data obtained from a sample of 4857 students from 29 grammar schools and 90 secondary technical schools who attended the third year of secondary school in the school year 2018/2019. Confirmatory factor analysis indicated a good model fit with the data for the one-level (student level) and two-level (student and class level) concepts. Measurement invariance was evaluated for different eduational tracks. The potential of using a two-level concept for research on the educational pathways of Czech secondary school students attending various educational programmes is discussed.

The article examines perception of drone connected risks and the approval of the various purposes of the drone technology employment (rescue, traffic, security, private etc.) in Czech Republic and the opinion differences between drone users and non-users. Familiarity hypothesis, implying lower risk expectation and higher approval in the group of users, is tested in an online panel survey, concluding that user experience influences risk perception by broadening the scope of perceived possible events and contributes to the ability to evaluate risks. Further, five scenarios of precepted possible events are identified as espionage/spying, business rivalries, ideological attack, blackmailing, unintentional accident. The approval of individual modes of use is then found to be divided into two groups pattern - unlimited use and the use for public good. This division does not correspond with the users, non-users group.