[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=”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_text_color=”#e02b20″ text_font_size=”24px” custom_margin=”|||30px” global_colors_info=”{}”]<\/p>\n
Other peer-reviewed papers<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.25″ 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=”4.13.1″ text_font=”|600|||||||” text_text_color=”#e02b20″ text_font_size=”16px” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n
2026<\/p>\n
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<\/span><\/strong><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.13.1″ custom_padding=”27px|30px|27px|30px|true|true” hover_enabled=”0″ border_radii=”on|10px|10px|10px|10px” box_shadow_style=”preset1″ box_shadow_vertical=”0px” box_shadow_blur=”3px” global_colors_info=”{}” custom_margin=”31px||||false|false” sticky_enabled=”0″][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” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n 2025<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.13.1″ text_font_size=”16px” custom_padding=”0px||3px|||” global_colors_info=”{}”]<\/p>\n <\/span><\/strong><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n [\/et_pb_text][et_pb_text _builder_version=”4.13.1″ text_font_size=”16px” custom_padding=”0px||3px|||” global_colors_info=”{}”]<\/p>\n Vo\u0148kov\u00e1, H., Zamarro, G., Papajoanu, O., & Bo\u0161ko, M. (2025). Heterogenita v u\u017e\u00edv\u00e1n\u00ed \u0161k\u00e1l v r\u00e1mci \u017e\u00e1kovsk\u00e9ho sebehodnocen\u00ed v\u00fdkonov\u00e9 motivace nap\u0159\u00ed\u010d pades\u00e1ti osmi zem\u011bmi: Vyu\u017eit\u00ed metody ukotvuj\u00edc\u00edch vin\u011bt v PISA 2015. Studia paedagogica, 30<\/i>(1), 121-175. https:\/\/doi.org\/10.5817\/SP2025-1-5<\/a> <\/strong><\/span><\/strong><\/span><\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.13.1″ custom_margin=”31px||||false|false” custom_padding=”27px|30px|27px|30px|true|true” hover_enabled=”0″ border_radii=”on|10px|10px|10px|10px” box_shadow_style=”preset1″ box_shadow_vertical=”0px” box_shadow_blur=”3px” global_colors_info=”{}” sticky_enabled=”0″][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” link_option_url_new_window=”on” global_colors_info=”{}”]<\/p>\n 2022<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.13.1″ text_font_size=”16px” custom_padding=”0px||3px|||” global_colors_info=”{}”]<\/p>\n Papajoanu, O., & Vonkova, H. (2022). The overclaiming technique in the PISA study: A review study. Slavonic Pedagogical Studies Journal<\/i>, 11<\/i>(2), 192-212. https:\/\/doi.org\/<\/a>10.18355\/PG.2022.11.2.2<\/a><\/p>\n <\/span><\/strong><\/strong><\/span><\/strong>Vo\u0148kov\u00e1, H., Papajoanu, O., <\/span>& Bo\u0161ko, M. (2022). Heterogenita ve zp\u016fsobu odpov\u00edd\u00e1n\u00ed na dotazn\u00edkov\u00e9 polo\u017eky u \u010desk\u00fdch \u017e\u00e1k\u016f v PISA 2012: anal\u00fdza dle kraje, typu a velikosti \u0161koly. Studia Paedagogica<\/i>, 27<\/i>(3), 127-159. <\/span>https:\/\/doi.org\/10.5817\/SP2022-3-5<\/a><\/span><\/span><\/strong><\/p>\n <\/span><\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.13.1″ min_height=”196px” custom_margin=”31px|auto||auto||” custom_padding=”21px|30px|21px|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 2021<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font_size=”16px” custom_padding=”0px||26px|||” global_colors_info=”{}”]<\/p>\n Papajoanu, O., Vo\u0148kov\u00e1, H., & Vl\u010dkov\u00e1, K. (2021). Vztah motivace k u\u010den\u00ed se angli\u010dtin\u011b jako ciz\u00edmu jazyku se zn\u00e1mkou z angli\u010dtiny, z\u00edsk\u00e1n\u00edm vyznamen\u00e1n\u00ed na vysv\u011bd\u010den\u00ed a aspirac\u00ed studovat na gymn\u00e1ziu u \u017e\u00e1k\u016f z\u00e1kladn\u00edch \u0161kol. Studia paedagogica<\/i>, 26<\/i>(3), 29\u201350. https:\/\/doi.org\/10.5817\/SP2021-3-2<\/a><\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.25″ custom_margin=”27px|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 2020<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font_size=”16px” global_colors_info=”{}”]<\/p>\n Kralova, K., Stipek, J., Vonkova, H., & Papajoanu, O. (2020). Sebehodnocen\u00ed motivace k u\u010den\u00ed se informa\u010dn\u00edm a komunika\u010dn\u00edm technologi\u00edm: v\u00fdsledky pilotn\u00edho \u0161et\u0159en\u00ed mezi st\u0159edo\u0161kolsk\u00fdmi studenty. Slavonic Pedagogical Studies Journal<\/em>, 9<\/em>(1), 70\u201377. https:\/\/doi.org\/10.18355\/PG.2020.9.1.8<\/span><\/a><\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.25″ custom_margin=”27px|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 2018<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ text_font_size=”16px” custom_padding=”||12px|||” global_colors_info=”{}”]<\/p>\n Bendl, S., Vonkova, H., Papajoanu, O., & Vankatova, E. (2018). An examination of different methodological approaches in student school behavior research: The issue of the incomparability of student self-assessments. Pedagogick\u00e1 orientace<\/em>, 28<\/em>(4), 627\u2013662. https:\/\/doi.org\/<\/a>10.5817\/PedOr2018-4-627<\/a><\/strong><\/p>\n \u010cernochov\u00e1, M., Vo\u0148kov\u00e1, H., \u0160t\u00edpek, J., & \u010cern\u00e1, P. (2018). How do learners perceive and evaluate their digital skills? International Journal of Smart Education and Urban Society, 9<\/em>(1), 37-47.\u00a0https:\/\/www.learntechlib.org\/p\/186429\/<\/a><\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.25″ custom_margin=”27px|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_size=”16px” custom_padding=”||13px|||” global_colors_info=”{}”]<\/p>\n