(CZ) Vztah kognitivní a afektivni složky multikulturních kompetencí
(EN) The Relationship of the Cognitive and Affective Element of Multicultural Competences

Výzkum v oblastí multikulturních kompetencí není v České republice rozšířený. Příspěvek je výsledkem výzkumu, který byl v oblasti multikulturních kompetencí realizován. Naší snahou bylo přispět k pochopení multikulturních kompetencí, jakožto významné kategorie teorie multikulturní výchovy. Cílem výzkumu bylo zmapování vztahu dvou složek multikulturních kompetencí: znalostní a postojové (emocionální). Faktory, na které jsme se z hlediska vztahu uvedených složek zaměřovali, byly věk a pohlaví. Pomocí didaktického testu a sémantického diferenciálu byla sesbírána data, jejichž analýza ukázala významné rozdíly ve vztahu znalostní a postojové složky multikulturních kompetencí v závislosti na věku.

The research study is concerned with the relationship between the two elements of multicultural competences: the cognitive and the affective (emotional) components. An understanding of this relationship is important above all from the point of view of the effectiveness of multicultural educa-tional activity.
The theoretical basis of the research is a hierarchical model of multicultural competences which represents one of the possible approaches in the field. This model is foun-ded n the premise that knowledge in the field of multicultural coexistence is a base for the creation of attitudes culminating in desirable behaviour on the part of the subject. The aim of the research was to test the functioning of the relationship between knowledge (representing the cognitive compnent of multicultural competences) and attitudes (representing the affective component). We tested this relationship in its connections with two factors - age and sex, since we were also interested in how the relationship between the cognitive and affective component of multicultural competences might vary depending on age and sex.
The research method consisted of a di-dactic test, by means of which we gained an overview of the respondents‘ knowledge, and semantic differential, the part of which relating to the factor of evaluation served as a means to ascertain the level of attitudes. The standard of validity and reliability of both instruments were considered to be satisfactory. The research sample consisted of pupils of basic and middle schools and university students (N = 293). The results of the research showed that knowledge is the important factor influencing attitudes to the objects of multicultural reality. It was also demonstrated that the older the subject, the closer the relationship between knowledge and attitudes. The relationship between the cognitive and affective element also has a positive level. This means that the higher the level of knowledge a subject shows, the more positive is his/her attitude to the objects of multicultural reality No difference between the sexes emerged in the relationship between knowledge and attitudes.
This project should be seen as one exam-ple of how to approach the research which is still lacking in this country in the field of multicultural competences.