[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″ 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=”{}”]<\/p>\n
Impact factor papers<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.6.6″ min_height=”226px” custom_margin=”|auto|29px|auto||” custom_padding=”26px|25px|26px|25px|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=”4.13.1″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” custom_padding=”||2px|||” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n
Early Access [\/et_pb_text][et_pb_text _builder_version=”4.13.1″ text_font=”||||||||” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Vonkova, H., Papajoanu, O., & Bosko, M. (2025). Response times and self-reporting: Response patterns across countries and world regions using data from a large scale computer-based assessment. Social Science Computer Review<\/i>. Advanced online publication. https:\/\/doi.org\/10.1177\/08944393251322160<\/a> <\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.6.6″ min_height=”226px” custom_margin=”|auto|29px|auto||” custom_padding=”26px|25px|26px|25px|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=”4.13.1″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” custom_padding=”||2px|||” link_option_url_new_window=”on” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n 2026 [\/et_pb_text][et_pb_text _builder_version=”4.13.1″ text_font=”||||||||” text_font_size=”16px” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n Vonkova, H., Papajoanu, O., Bosko, M., & Altinkalp, I. (2026). Investigating heterogeneity in student reporting behavior using multiple methods: The role of country-, school-, and individual-level variables. International Journal of Social Research Methodology, 29<\/em>(2), 253\u2013270. https:\/\/doi.org\/10.1080\/13645579.2025.2537400<\/a>\u00a0<\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.6.6″ min_height=”226px” custom_margin=”|auto|29px|auto||” custom_padding=”26px|25px|26px|25px|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=”4.13.1″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” custom_padding=”||2px|||” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n 2025 [\/et_pb_text][et_pb_text _builder_version=”4.13.1″ text_font=”||||||||” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Vonkova, H., Papajoanu, O., Bosko, M., & Mayerova, K. (2025). Analyzing gender gaps in foreign language proficiency self-assessment in comparison to test performance among Czech students: The role of foreign language teachers and class grades. Journal of Multicultural and Multilingual Development, 46<\/i>(8), 2276-2294. https:\/\/doi.org\/10.1080\/01434632.2023.2284381<\/a><\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.6.6″ min_height=”226px” custom_margin=”|auto|29px|auto||” custom_padding=”26px|25px|26px|25px|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=”4.13.1″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” custom_padding=”||2px|||” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n 2024 [\/et_pb_text][et_pb_text _builder_version=”4.13.1″ text_font=”||||||||” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Bonjeer, T., & Vonkova, H. (2024). Relationships between response styles and the Hofstede and GLOBE dimensions of culture in a sample of adolescents from 33 countries. Cross-Cultural Research, <\/span>58<\/i><\/em>(2-3), 180-207. https:\/\/doi.org\/10.1177\/10693971231203759<\/a>\u00a0<\/strong><\/strong><\/p>\n Vonkova, H., Papajoanu, O., Moore, A., & Kralova, K. (2024). Examining how students overclaim their English as a foreign language knowledge: A novel use of the overclaiming technique. Studies in Educational Evaluation, 81<\/em>, 101338. https:\/\/doi.org\/10.1016\/j.stueduc.2024.101338<\/a>\u00a0<\/strong><\/strong><\/strong><\/p>\n Vonkova, H., Papajoanu, O., & Moore, A. (2024). Foreign language learning motivation and the socioeconomic status of Czech lower secondary students: An analysis of mediating factors. International Journal of Educational Research, 124<\/em>, 102302. https:\/\/doi.org\/10.1016\/j.ijer.2023.102302<\/a>\u00a0<\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.6.6″ min_height=”226px” custom_margin=”|auto|29px|auto||” custom_padding=”26px|25px|26px|25px|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=”4.13.1″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” custom_padding=”||2px|||” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n 2022 [\/et_pb_text][et_pb_text _builder_version=”4.13.1″ text_font=”||||||||” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Vonkova, H., Papajoanu, O., & Kralova, K. (2022). Student online communication skills: Enhancing the comparability of self-reports among different groups of students.\u00a0<\/span>Education and Information Technologies, 27<\/i><\/span>, <\/i>2181\u20132205. https:\/\/doi.org\/10.1007\/s10639-021-10685-y<\/a><\/span><\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.6.6″ custom_margin=”|auto|29px|auto||” custom_padding=”26px|25px|26px|25px|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” custom_padding=”||0px|||” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n 2021 [\/et_pb_text][et_pb_text _builder_version=”4.13.1″ text_font=”||||||||” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Vonkova, H., Hrabak, J., Kralova, K., & Papajoanu, O. (2021). Developing a framework for the examination of anchoring vignette assumptions using cognitive interviews: A demonstration in the ICT skills domain. Field Methods,\u00a0<\/i>33<\/em>(4), <\/span><\/i>355-371.\u00a0https:\/\/doi.org\/10.1177\/1525822×21991281<\/a><\/strong><\/span><\/strong><\/p>\n Vonkova, H., Papajoanu, O., Stipek, J., & Kralova, K. (2021). Identifying the accuracy of and exaggeration in self-reports of ICT knowledge among different groups of students: The use of the overclaiming technique. Computers & Education<\/i>, 164<\/i>, 104112.\u00a0<\/strong>https:\/\/doi.org\/10.1016\/j.compedu.2020.104112<\/strong><\/a>\u00a0<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default” custom_padding=”||0px|||” global_colors_info=”{}”]<\/p>\n Vonkova, H., Jones, J., Moore, A., Altinkalp, I., & Selcuk, H. (2021). A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations. System<\/i>, 103<\/i>, 102622. https:\/\/doi.org\/10.1016\/j.system.2021.102622<\/a><\/strong><\/span><\/p>\n <\/strong><\/span><\/p>\n \u00a0<\/strong><\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.25″ min_height=”243px” custom_margin=”26px|auto||auto||” custom_padding=”27px|30px|27px|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” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n 2019<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font=”||||||||” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Selcuk, H., Jones, J., & Vonkova, H. (2019). The emergence and influence of group leaders in web-based collaborative writing: Self-reported accounts of EFL learners. Computer Assisted Language Learning. <\/i>https:\/\/doi.org\/10.1080\/09588221.2019.1650781<\/a><\/strong><\/p>\n Vonkova, H. (2019). Life satisfaction among different groups of children: Self-reports, differential scale usage and anchoring vignettes. Child Indicators Research<\/i>, 12<\/i>(6), 2111\u20132136. https:\/\/doi.org\/10.1007\/s12187-019-09629-3<\/a><\/strong><\/p>\n <\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.6.6″ min_height=”192px” custom_margin=”26px|auto||auto||” custom_padding=”27px|30px|27px|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” min_height=”19px” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n 2018<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font=”||||||||” text_font_size=”16px” min_height=”179px” custom_margin=”-26px|||||” custom_padding=”29px|||||” global_colors_info=”{}”]<\/p>\n Vonkova, H., Papajoanu, O., & Stipek, J. (2018). Enhancing the cross-cultural comparability of self-reports using the overclaiming technique: An analysis of accuracy and exaggeration in 64 cultures. Journal of Cross-Cultural Psychology<\/i>, 49<\/i>(8), 1247\u20131268. https:\/\/doi.org\/10.1177\/0022022118787042<\/a><\/strong><\/p>\n Vonkova, H., Zamarro, G., & Hitt, C. (2018). Cross-country heterogeneity in students\u2019 reporting behavior: The use of the anchoring vignette method. Journal of Educational Measurement<\/i>, 55<\/i>(1), 3\u201331. https:\/\/doi.org\/10.1111\/jedm.12161<\/a><\/strong><\/p>\n <\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.25″ min_height=”162px” custom_margin=”26px|auto||auto||” custom_padding=”27px|30px|27px|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” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n 2016<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font=”||||||||” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Vonkova, H., Bendl, S., & Papajoanu, O. (2016). How students report dishonest behavior in school: Self-assessment and anchoring vignettes. <\/span>The Journal of Experimental Education<\/i>, <\/span>85<\/i>(1), 36\u201353. https:\/\/doi.org\/10.1080\/00220973.2015.109443<\/a><\/span><\/strong><\/p>\n <\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.25″ min_height=”198px” custom_margin=”26px|auto||auto||” custom_padding=”27px|30px|27px|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” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n 2015<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font=”||||||||” text_font_size=”16px” global_colors_info=”{}”]<\/p>\n
<\/em><\/p>\n
<\/em><\/p>\n
<\/em><\/p>\n
<\/em><\/p>\n
<\/em><\/p>\n
<\/em><\/p>\n