{"id":1739,"date":"2024-10-19T14:57:22","date_gmt":"2024-10-19T12:57:22","guid":{"rendered":"https:\/\/pages.pedf.cuni.cz\/AnCER\/?page_id=1739"},"modified":"2025-09-05T20:54:23","modified_gmt":"2025-09-05T18:54:23","slug":"posters","status":"publish","type":"page","link":"https:\/\/pages.pedf.cuni.cz\/AnCER\/posters\/","title":{"rendered":"Posters"},"content":{"rendered":"

[et_pb_section fb_built=”1″ _builder_version=”4.13.1″ custom_margin=”-4px|0px|0px|0px|false|false” custom_padding=”0px|0px|0px|0px||” global_module=”82″ locked=”off” global_colors_info=”{}”][et_pb_row _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/pages.pedf.cuni.cz\/AnCER\/files\/2025\/03\/logo_a3_v3.png” title_text=”The Anchoring Center for Educational Research” url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoiaG9tZV91cmwiLCJzZXR0aW5ncyI6e319@” _builder_version=”4.13.1″ _dynamic_attributes=”url” _module_preset=”default” width=”34%” 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=”4.13.1″ custom_padding=”|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=”4.13.1″ 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=”4.13.1″ _module_preset=”default” min_height=”872px” custom_padding=”||403px|||” global_colors_info=”{}”][et_pb_row _builder_version=”4.13.1″ _module_preset=”default” custom_padding=”||2px|||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.13.1″ _module_preset=”default” header_text_color=”#E02B20″ header_3_text_color=”#E02B20″ global_colors_info=”{}”]<\/p>\n

Conference posters<\/h3>\n

[\/et_pb_text][et_pb_text _builder_version=”4.13.1″ _module_preset=”default” header_4_text_color=”#E02B20″ custom_margin=”8px|||||” global_colors_info=”{}”]<\/p>\n

2025<\/h4>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/pages.pedf.cuni.cz\/AnCER\/files\/2025\/09\/Poster_v4-scaled.png” title_text=”Poster_v4″ url=”https:\/\/pages.pedf.cuni.cz\/AnCER\/files\/2025\/09\/CAPV2025-poster_final.pdf” url_new_window=”on” show_bottom_space=”off” align=”center” _builder_version=”4.13.1″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][\/et_pb_image][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

Rychlost odpov\u00edd\u00e1n\u00ed v \u017e\u00e1kovsk\u00e9m dotazn\u00edku PISA 2022: P\u0159\u00edpad \u010desk\u00fdch \u017e\u00e1k\u016f z r\u016fzn\u00fdch druh\u016f \u0161kol<\/h4>\n

Authors: Martin Bo\u0161ko, Hana Vo\u0148kov\u00e1 & Ond\u0159ej Papajoanu<\/p>\n

Conference: XXXIII. v\u00fdro\u010dn\u00ed konference \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu: V\u00fdvoj a perspektivy: v\u00fdzkum a vzd\u011bl\u00e1v\u00e1n\u00ed v 21. stolet\u00ed<\/p>\n

Response times in questionnaires are becoming an important part of data collection and following analyses. Here, we analyze differences in response times of Czech students from different SCHOOL types (basic schools, multi-year gymnasia, four-year gymnasia, vocational schools with Maturita exam and vocational schools without Maturita exam) for PISA 2022 student questionnaire items. The items dealt with the attitude to mathematics, science, and Czech language and literature classes. The results have shown that the fastest responding were, on average, students of vocational schools without Maturita exam. In most school types, males responded significantly faster than females. As such, it is important to take these differences into consideration when analyzing data from Czech students.<\/p>\n

[\/et_pb_text][et_pb_button button_url=”https:\/\/pages.pedf.cuni.cz\/AnCER\/files\/2025\/09\/CAPV2025-poster_final.pdf” url_new_window=”on” button_text=”Download” _builder_version=”4.13.1″ _module_preset=”default” custom_button=”on” button_text_color=”#FFFFFF” button_bg_color=”#C63846″ global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.13.1″ _module_preset=”default” header_4_text_color=”#E02B20″ custom_margin=”8px|||||” global_colors_info=”{}”]<\/p>\n

2024<\/h4>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/pages.pedf.cuni.cz\/AnCER\/files\/2024\/10\/Poster_CAPV_v7.png” title_text=”Poster_CAPV_v7″ url=”https:\/\/pages.pedf.cuni.cz\/AnCER\/files\/2024\/10\/Poster_CAPV_v7.pdf” url_new_window=”on” show_bottom_space=”off” align=”center” _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.13.1″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

Motiva\u010dn\u00ed polo\u017eky v \u017e\u00e1kovsk\u00e9m dotazn\u00edku PISA 2015: Vztah jazyka zad\u00e1n\u00ed a rychlosti odpov\u00edd\u00e1n\u00ed \u017e\u00e1k\u016f<\/h4>\n

Authors: Martin Bo\u0161ko & Hana Vo\u0148kov\u00e1<\/p>\n

Conference: XXXII. v\u00fdro\u010dn\u00ed konference \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu: Spolupr\u00e1ce obor\u016f pro podporu kvality vzd\u011bl\u00e1v\u00e1n\u00ed<\/p>\n

Response times are becoming increasingly prominent as an important part of student response analysis. Despite the language being crucial for their analysis, its effect on questionnaire response time has not received much attention. We analyze the relationship between nine language variants of a student questionnaire and the response time to motivation items in PISA 2015. The results revealed significant differences in response times to motivation items based on the language of the questionnaire. Differences also occurred within countries where the questionnaire was administered in multiple languages. Thus, when analyzing students\u2019 responses using response times, not only the country differences should be considered, but also the language variants administered within the country.<\/span><\/p>\n

Awarded “The best conference poster” award<\/strong><\/p>\n

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Institution: <\/span>Charles University, Faculty of Education
Street: Magdaleny Rettigove 4
City: Prague
ZIP\/Postal code: 116 39
State: Czech Republic<\/p>\n

 <\/p>\n

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Contact person:
<\/strong>Director: Hana Vonkova
Email: hana.vonkova@pedf.cuni.cz<\/p>\n

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Conference posters2025Rychlost odpov\u00edd\u00e1n\u00ed v \u017e\u00e1kovsk\u00e9m dotazn\u00edku PISA 2022: P\u0159\u00edpad \u010desk\u00fdch \u017e\u00e1k\u016f z r\u016fzn\u00fdch druh\u016f \u0161kol Authors: Martin Bo\u0161ko, Hana Vo\u0148kov\u00e1 & Ond\u0159ej Papajoanu Conference: XXXIII. v\u00fdro\u010dn\u00ed konference \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu: V\u00fdvoj a perspektivy: v\u00fdzkum a vzd\u011bl\u00e1v\u00e1n\u00ed v 21. stolet\u00ed Response times in questionnaires are becoming an important part of data collection and following analyses. […]<\/p>\n","protected":false},"author":880,"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-1739","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/pages\/1739","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\/880"}],"replies":[{"embeddable":true,"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/comments?post=1739"}],"version-history":[{"count":10,"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/pages\/1739\/revisions"}],"predecessor-version":[{"id":2346,"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/pages\/1739\/revisions\/2346"}],"wp:attachment":[{"href":"https:\/\/pages.pedf.cuni.cz\/AnCER\/wp-json\/wp\/v2\/media?parent=1739"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}