[et_pb_section fb_built=”1″ _builder_version=”4.13.1″ custom_margin=”-80px|0px|-10px|0px||” custom_padding=”0px|0px|0px|0px||” global_module=”82″ locked=”off” global_colors_info=”{}”][et_pb_row _builder_version=”4.6.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.6.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/pages.pedf.cuni.cz\/AnCER\/files\/2019\/11\/logo.png” title_text=”logo” url=”https:\/\/pages.pedf.cuni.cz\/AnCER\/” _builder_version=”4.13.1″ _module_preset=”default” width=”54%” module_alignment=”center” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ fullwidth=”on” _builder_version=”3.18.7″ custom_padding=”0|0px|0px|0px|false|false” global_module=”83″ locked=”off” global_colors_info=”{}”][et_pb_fullwidth_menu fullwidth_menu=”off” active_link_color=”#ffffff” dropdown_menu_text_color=”#ffffff” mobile_menu_text_color=”#ffffff” _builder_version=”3.19.17″ menu_font=”|700||on|||||” menu_letter_spacing=”1px” background_color=”#cc2c32″ text_orientation=”center” background_layout=”dark” global_colors_info=”{}”][\/et_pb_fullwidth_menu][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”3.22″ global_colors_info=”{}”][et_pb_row _builder_version=”3.25″ global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”3.27.4″ text_font=”||||||||” text_text_color=”#e02b20″ text_font_size=”24px” custom_margin=”|||30px” global_colors_info=”{}”]Projects
\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.25″ min_height=”610px” custom_padding=”55px|30px|55px|30px|true|true” border_radii=”on|10px|10px|10px|10px” box_shadow_style=”preset1″ box_shadow_vertical=”0px” box_shadow_blur=”3px” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.6.6″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” global_colors_info=”{}”]<\/p>\n
Reg. number: 24-10968S<\/span><\/p>\n The development of English language learning motivation among Czech students in different types of schools at upper secondary level<\/span><\/p>\n V\u00fdvoj motivace k u\u010den\u00ed se anglick\u00e9mu jazyku u \u010desk\u00fdch \u017e\u00e1k\u016f z r\u016fzn\u00fdch typ\u016f \u0161kol na \u00farovni vy\u0161\u0161\u00edho sekund\u00e1rn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed<\/span><\/p>\n Duration: 1.1.2024 \u2013 31.12.2026<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font=”||||||||” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Abstract: Research into foreign language learning motivation is starting to focus on its changes over time, often relying on self-reported data from learners. Such data, however, can be biased by the reporting behavior (RB) differences between learners and the change of their RB over time. In this project, we examine the changes in RB when reporting English as a foreign language (EFL) motivation among students in different years of study at different types of Czech upper secondary schools. Further, we investigate how EFL learning motivation structure develops among these students, the factors contributing to this development, and how the identified changes in RB could affect the results. In the context of the development of students\u2019 motivation, we also investigate the paradoxical findings concerning the relationship between students\u2019 non-cognitive skills and achievement test scores documented in the literature. The project outcomes are articles in impact factor journals, a book, conference presentations, a summarizing school report, and a summarizing report and a video for the wider public.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Team:<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.13.1″ min_height=”610px” custom_margin=”28px|auto||auto||” custom_padding=”55px|30px|55px|30px|true|true” border_radii=”on|10px|10px|10px|10px” box_shadow_style=”preset1″ box_shadow_vertical=”0px” box_shadow_blur=”3px” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.6.6″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Reg. number: 21-09064S<\/span><\/p>\n Heterogeneity in reporting behavior on surveys among different countries, schools and groups of students<\/span><\/p>\n Heterogenita ve zp\u016fsobu odpov\u00eddan\u00ed v dotazn\u00edkov\u00fdch \u0161et\u0159en\u00edch nap\u0159\u00ed\u010d r\u016fzn\u00fdmi zem\u011bmi, \u0161kolami a skupinami student\u016f<\/span><\/p>\n Duration: 1.1.2021 \u2013 31.12.2023<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font=”||||||||” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Abstract: International large-scale assessment studies collect valuable data on students\u2019 attitudes, beliefs, and learning experiences using questionnaire items with rating scales. However, such data are prone to inaccuracies due to the differences in students\u2019 reporting behavior. In this project, we use a variety of methodological approaches capturing response scale usage (e.g. two students with the same actual level of a concept assessing themselves on a scale differently) and survey effort (different amounts of effort expended by students while responding to questionnaire items). We investigate the differences in reporting behavior between diverse groups of students and how their reporting behavior differs across different years. We also explore how the approaches are mutually related and how they can explain the anomalous country-level negative relationships between, for example, students\u2019 self-reported attitudes and student achievement, as discussed in the literature. The project\u2019s outcomes include studies in impact factor journals and a peer-reviewed journal.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Team:<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.25″ min_height=”790px” custom_margin=”28px|auto||auto||” custom_padding=”55px|30px|55px|30px|true|true” border_radii=”on|10px|10px|10px|10px” box_shadow_style=”preset1″ box_shadow_vertical=”0px” box_shadow_blur=”3px” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.6.6″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Reg. number: 20-05484S<\/span><\/p>\n Analyzing the determinants of self-reported English language knowledge and motivation for English language learning in Czech lower secondary students<\/span><\/p>\n Anal\u00fdza determinant\u016f sebehodnocen\u00ed znalost\u00ed anglick\u00e9ho jazyka a motivace k u\u010den\u00ed se anglick\u00e9mu jazyku u \u010desk\u00fdch \u017e\u00e1k\u016f ni\u017e\u0161\u00edho sekund\u00e1rn\u00edho stupn\u011b<\/span><\/p>\n Duration: 1.1.2020 \u2013 31.12.2022<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font=”||||||||” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Abstract: Current research on English as a foreign language (EFL) learning frequently uses self-report data to measure both students\u2019 perceived language skills and their motivation. It has been shown, however, that the accuracy of self-reported data can be hindered by differences in respondents\u2019 scale usage. In this project, we study the differences in Czech lower-secondary students\u2019 scale usage in regard to their perceived EFL knowledge and skills and their motivation for learning EFL, in a large-scale questionnaire survey. Furthermore, we study the relationship of these concepts to school, family, peer, and individual factors and we explore how these relationships can be affected by differences in scale usage. We also aim to address the gap in research concerning the paradoxical negative relationship between self-reported student motivation for learning and results in achievement tests and examine them in the context of EFL research. The outcomes of the project include studies in impact factor journals, a Scopusindexed journal, and other peer-reviewed journals.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Team:<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.25″ min_height=”720px” custom_margin=”28px|auto||auto||” custom_padding=”55px|30px|55px|30px|true|true” border_radii=”on|10px|10px|10px|10px” box_shadow_style=”preset1″ box_shadow_vertical=”0px” box_shadow_blur=”3px” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.6.6″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Reg. number: 17-02993S<\/span><\/p>\n Factors influencing the ICT skill self-assessments of upper-secondary school students<\/span><\/p>\n Faktory ovliv\u0148uj\u00edc\u00ed sebehodnocen\u00ed ICT dovednost\u00ed student\u016f st\u0159edn\u00edch \u0161kol<\/span><\/p>\n Duration: 1.1.2017 \u2013 31.12.2019<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font=”||||||||” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Abstract: Self-assessments of ICT (information and communication technology) skills are often used in educational research and real-life situations. However, self-assessments may depend not only on the objective situation but also on the reporting style – two students with the same actual ICT skills evaluate their skills differently \u2013 one as excellent and the other only as good. Comparison of their self-assessments would bring us to a misleading conclusion about their ICT skills. In our project, we aim to identify the heterogeneity in ICT skills’ reporting behaviour among different groups of upper-secondary school students, correct their ICT skills self-assessments for this identified heterogeneity and analyse the impact of several background variables on these ( adjusted) self-assessments. Our research will contribute to explaining the paradoxical negative relationship between ICT skills self-assessments and ICT achievement that has been brought to light by current research in this area.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” custom_padding=”||7px|||” global_colors_info=”{}”]<\/p>\n Team:<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Footer” _builder_version=”3.22″ custom_padding=”102px||102px||true|false” saved_tabs=”all” global_colors_info=”{}”][et_pb_row _builder_version=”3.25″ global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”3.25″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”3.27.4″ text_font=”||||||||” text_text_color=”#575759″ header_font=”||||||||” header_4_font=”Raleway|700|||||||” header_4_font_size=”22px” header_4_line_height=”1.4em” custom_margin=”||10px|” global_colors_info=”{}”][\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”3.0.47″ background_color=”#cc2c32″ custom_margin=”0px|0px|0px|0px” custom_padding=”0px|0px|0px|0px” global_module=”102″ saved_tabs=”all” locked=”on” global_colors_info=”{}”][et_pb_row column_structure=”1_2,1_2″ _builder_version=”3.25″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”3.25″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.6.6″ text_text_color=”#ffffff” text_line_height=”125%” custom_padding=”|||180px” global_colors_info=”{}”]<\/p>\n Institution: <\/span>Charles University, Faculty of Education <\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”3.25″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”3.27.4″ text_font=”||||||||” text_text_color=”#ffffff” text_line_height=”125%” global_colors_info=”{}”]<\/p>\n Contact person: [\/et_pb_text][et_pb_social_media_follow icon_color=”#FFFFFF” _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_social_media_follow_network social_network=”instagram” url=”http:\/\/instagram.com\/ancer_cu” _builder_version=”4.13.1″ _module_preset=”default” background_enable_color=”off” global_colors_info=”{}” follow_button=”off” url_new_window=”on”]instagram[\/et_pb_social_media_follow_network][et_pb_social_media_follow_network social_network=”facebook” url=”https:\/\/www.facebook.com\/AncerPrague\/” icon_color=”#FFFFFF” _builder_version=”4.13.1″ _module_preset=”default” background_color=”RGBA(0,0,0,0)” background_enable_color=”on” global_colors_info=”{}” follow_button=”off” url_new_window=”on”]facebook[\/et_pb_social_media_follow_network][\/et_pb_social_media_follow][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Projects Reg. number: 24-10968S The development of English language learning motivation among Czech students in different types of schools at upper secondary level V\u00fdvoj motivace k u\u010den\u00ed se anglick\u00e9mu jazyku u \u010desk\u00fdch \u017e\u00e1k\u016f z r\u016fzn\u00fdch typ\u016f \u0161kol na \u00farovni vy\u0161\u0161\u00edho sekund\u00e1rn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed Duration: 1.1.2024 \u2013 31.12.2026Abstract: Research into foreign language learning motivation is starting to […]<\/p>\n","protected":false},"author":454,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-template-blank.php","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-134","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/pages\/134","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/users\/454"}],"replies":[{"embeddable":true,"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/comments?post=134"}],"version-history":[{"count":14,"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/pages\/134\/revisions"}],"predecessor-version":[{"id":1787,"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/pages\/134\/revisions\/1787"}],"wp:attachment":[{"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/media?parent=134"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n
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Street: Magdaleny Rettigove 4
City: Prague
ZIP\/Postal code: 116 39
State: Czech Republic<\/p>\n
<\/strong>Director: Hana Vonkova
Email: hana.vonkova@pedf.cuni.cz<\/p>\n