Search

The evolving landscape of workforce learning underscores the increasing importance of self-directed learning (SDL) within business organizations. SDL shifts the learning responsibility to learners themselves, requiring self-control, self-management, and autonomous motivation. Despite its numerous benefits for both business organizations and workers, it is challenged by the varying degrees of workers’ individual self-direction. This literature review aims to articulate the significance of social context – the support from leaders and peers – in facilitating workers’ SDL. It highlights leader autonomy support as the key factor of fostering workers’ autonomous motivation in SDL. Moreover, it examines the role of learner-peer interactions, including help, feedback, and information seeking, as specific aspects of peer support. These interactions further facilitate positive attitudes towards SDL and advance problem-solving, potentially leading to collaborative learning. The literature review is concluded by outlining possible future research directions.

Metacognition and motivation are considered key facets of self‐regulation in various contexts. Recent studies identified a link between metacognition and creative performance, with metacognitively aware students performing more creatively and exhibiting higher levels of intrinsic and identified extrinsic motivation. The present study aims to examine the relationship between metacognition, orientation toward intrinsic or extrinsic motivation, and creative performance. One hundred nineteen university students completed the Metacognitive Awareness Inventory (MAI) and Scale of Intrinsic versus Extrinsic Orientation in the Classroom and performed four verbal creativity tasks (product improvement task, consequences task, and two unusual uses tasks). The partial correlation network showed that all the creativity tasks were uniquely related to at least one facet of metacognition, and that the most complex task (product improvement task) was linked to both metacognitive knowledge and regulation. Furthermore, the structural equation model indicated that orientation toward intrinsic motivation mediated the relationship between metacognition and creative performance, explaining 16% of the variance in creative performance.

Implementing new school reforms in school practice is extremely challenging mostly because of teacher resistance to change, or uncertainty, fear, or nostalgia for the previous curriculum. Since 2016 a new preschool curriculum including a new early literacy curriculum has been in force in Slovakia. The aim of the study is to assess how well teachers follow the requirement to use a variety of texts in the classroom to promote early literacy development. The analysis is performed on 138 observations out of a total of 215 structured observations, in which teachers used a text as part of an educational activity. The predominant use of narrative texts is linked to more traditional early literacy activities; however, the employment of different text genres relates to the use of different sources of text presentation, engagement with different ways of working with the text and is accompanied by different reading activities.

The unskilled and unaware effect occurs when low‐performing individuals overestimate their performance, while high performers underestimate it. The aim of the present study was to examine an occurrence of the unskilled and unaware effect in a self‐assessment of creative performance, linking this phenomenon to creative metacognition (CMC) research. 262 participants from four educational stages (preschool, elementary school, high school, and undergraduate) performed an alternative uses task and evaluated their performance using self‐ and comparative judgments. A non‐hierarchical cluster analysis of creative performance, judgments, and metacognitive accuracy was able to identify three separate clusters: an overestimating group of unskilled and unawareparticipants (27.1%), an underestimating group of skilled and unawareparticipants (44.3%), and, surprisingly, a group of unskilled but awareparticipants (28.6%). All three groups were present throughout the entire sample, from preschoolers to university students, but the distribution had developed with age. The most unskilled and unaware participants were in the group of preschoolers, while there were the most skilled but unaware among the university students. The findings are discussed in the context of creative metacognition and creative self‐efficacy research.

The free association method is often employed in marketing research to investigate perceptions of a particular product or brand in different socio-cultural groups of customers. In our research, international and domestic students produced free associations in response to photographs of outdoor billboards from two different locations in one city (city centre and outskirts). The results indicate that free associations can depict qualitative aspects of outdoor billboards like poor quality (relating to the categories of amateurishand fake), problematic content (relating to female stereotypes, gender stereotypesand cultural differences), and that they have the potential to capture the general atmosphere of the neighbourhood (categories of decay, depression, dangerand past).

The present study analyses the social representation of women and men in ten contemporary Slovak musical films aimed at children (Spievankovo, Fíha-tralala, Smejko a Tanculienka). An analysis of the internal and external features attributed to “men”, “women”, “boys”, and “girls” has revealed, in line with previous research, that men are associated with strength and courage and women with beauty and care. Gender also determines clothing, props, and mise-en-scene. Contrary to previous findings, women in the analysed films, more often than men, display activity and dominance and take the role of moral and intellectual authorities. Men, on the other hand, are just as emotional as women. In conclusion, the author proposes a hypothesis to explain these discrepancies with the previous research.

In contrast to traditional students, post-traditional students follow a broken path through the education system. Therefore, they are older when studying and often have jobs and families. The aim of the present study was to investigate motivation and personality character traits in 67 adult learners (part-time students) and 84 traditional students using the Czech version of the Business-Focused Inventory of Personality. Adult learners reported a higher level in all aspects of their personality in relation to working life, such as occupational orientation and behaviour, social competencies, and psychological constitution. These findings indicate that, from study-related requirements, part-time students pose higher achievement and motivation, and that they are more conscientious in relation to work and study.