The list of national projects SAS
Institute for Research in Social Communication SAS
Antecedents of intergroup solidarity in the context of societal crises: a mixed method approach
Antecedenty medziskupinovej solidarity v kontexte spoločenských kríz: zmiešaný výskumný prístup
| Duration: |
1.1.2022 - 31.12.2025 |
| Program: |
VEGA |
| Project leader: |
Mgr. Lášticová Barbara PhD. |
| Annotation: | Societal crises such as Covid-19 pandemics have shown inspiring acts of solidarity, but have also contributed to deepening of differences between advantaged and disadvantaged groups and, in some cases, to worsening of intergroup relations as a result of increased perceptions of threat. The project aims to investigate what predicts and what prevents solidarity on behalf of different groups. While intergroup contact might increase solidarity on behalf of disadvantaged groups in advantaged groups and inspire them to act as allies in mobilizing for social change, perceived intergroup harmony resulting from positive contact might prevent collective action in disadvantaged groups. System justification, on the other hand, in both minority and majority members inhibits participation in system-challenging collective action. This project draws on SIMCA model of collective action, intergroup contact and system justification theories to investigate cognitive, emotional, ideological, as well as behavioral antecedents and outcomes of solidarity towards the Roma and the immigrants. We use mixed-methods research design: interviews with minority and majority activists, questionnaire data and experiments. |
What makes “them” worthy of our help? Socio-cognitive antecedents of attitudes and intergroup solidarity towards refugees from Ukraine and the Roma
Čo "ich" robí hodnými našej pomoci? Sociálno-kognitívne antecedenty postojov a medziskupinovej solidarity voči utečencom z Ukrajiny a Rómom
| Duration: |
1.7.2024 - 31.12.2025 |
| Program: |
Other projects |
| Project leader: |
Mgr. Poslon Xenia Daniela PhD. |
| Annotation: | Previous research has shown that the majority population tends to differentiate between groups of disadvantaged people based on the deservingness of our help and solidarity. The lack of support and indifference towards disadvantaged groups could be due to distance perceived by drawing psychological boundaries between different groups, and cognitive representations of zero-sum scenario between “us” and “them”, which are connected to feelings of threat. The aim of the present project is to investigate socio-cognitive antecedents of attitudes and intergroup solidarity towards refugees from Ukraine and the Roma. Study 1 will investigate whether inclusive identities are associated with higher moral considerations and solidarity. In Study 2, we will experimentally manipulate cognitive representations of social identities with the aim to decrease psychological distance and increase acceptance and support for disadvantaged groups. Examining conditions of our concern and solidarity, and how it may be increased, is important for promoting the welfare and integration of refugees from Ukraine and of the Roma. |
Language and cognitive impacts of socio-economic, cultural and educational conditions in preschool age on the development of literacy in primary education
Jazykovo-kognitívne dopady sociálno-ekonomických, kultúrnych a vzdelávacích podmienok v predškolskom veku na vývin čitateľskej gramotnosti v primárnom vzdelávaní
| Duration: |
1.1.2021 - 31.12.2024 |
| Program: |
VEGA |
| Project leader: |
Mgr. Urban Kamila PhD. |
| Annotation: | The aim of the project is to monitor the long-term effects of the new concept of pre-primary language education
on the development of several indicators of language literacy. The main focus will be on the language and
cognitive precursors of the development of reading literacy in interaction with non-cognitive factors, monitored in
the continuity from preschool to younger school age with a specific focus on several characteristics of the family
and kindergarten environment. These will be represented in the project by the level of implementation of the
national curriculum the State educational program for pre-primary education in preschools, ESCS and cognitive,
metacognitive and non-cognitive stimulating online environment. Methodologically, the project will compare
specific research sample with several reference groups monitored in 2016-2019. The examination of the
long-term effects of ESCS will be supplemented by the secondary analyses of relevant data from PIRLS and
PISA testing. |
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Moc, kontrola a zraniteľnosť v intímnych vzťahoch - digitálne technológie a starostlivosť
Support for project preparation in Horizon Europe - UVSK SAV, v. v. i._1
Podpora prípravy projektov v programe Horizont Európa - UVSK SAV, v. v. i._1
| Duration: |
1.1.2024 - 31.12.2024 |
| Program: |
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| Project leader: |
Mgr. Lášticová Barbara PhD. |
| Annotation: | Promoting international cooperation and involvement in Horizon Europe and European Institute of Innovation and Technology (EIT) projects |
Resiliency, agency and well-being of single parent families in Slovakia
Reziliencia, aktérstvo a well-being ednorodičovských rodín na Slovensku
| Duration: |
1.9.2024 - 31.8.2027 |
| Program: |
SRDA |
| Project leader: |
doc. Mgr. Popper Miroslav CSc. |
| Annotation: | The aim of the project is to map the living conditions, well-being, agency and resiliency of single-parent households
in Slovakia headed not only by members of the majority population, but also refugees from Ukraine. The refugee
population has been included, as in the following years further waves of refugees can be expected in Europe due
to war conflicts and climate change and intersectionality of single-parenting and the refugee status is insufficiently
studied. Single parent families are at risk of inadequate resources (lack of income, time needed to take care of
family and household and flexibility), poor employment (low income and precarious conditions) and insufficient
policies (to ensure children’s standard of living), which are interconnected. To enrich international research,
intersectional aspects such as gender, refugee status and geographical location will be taken into consideration. In
order to address these issues we will incorporate several research methods: a) in depth descriptive demographic
analysis of the situation of Slovak single-parent households combining sources from various existent datasets; b)
original quantitative survey of Slovak single parents aiming at presenting a complex picture of single-parent households in Slovakia regarding their demographic profile, socio-economic status, housing, employment, well-
being, and co-parenting arrangements; c) qualitative in-depth interviews with Slovak single mothers and fathers,
adult children raised in single-parent households, and Ukrainian refugee mothers investigating personal resilience
strategies and agency in various social and individual contexts. In addition to new theoretical and empirical results, the project has an ambitions to produce recommendations to policy makers, civil society organizations as well as single parents in order to promote more ways of support to this group. |
Family constellations involving biological and non-biological children
Rodinné konštelácie s biologickými a nie biologickými deťmi
| Duration: |
1.1.2021 - 31.12.2024 |
| Program: |
VEGA |
| Project leader: |
doc. Mgr. Popper Miroslav CSc. |
| Annotation: | The project will investigate ‘mixed’ family constellations consisting of related biological and non-biological family members. The intention is to explore parenting in multi-parent families, that is, in families where the child was conceived with another person(s). That person could be a previous partner, an egg or sperm donor, a surrogate mother or – in foster and adoptive families – the biological parent(s). The aim is to explore the relationship between complex family constellations (patchwork families) and quality of life in children and parents, along with the reasons, motives, contexts and consequences of entering into a second or subsequent partnership or marriage or conceiving a child with the assistance of a third person. |
Learning from intimate relationships among young adults in Slovakia: the role of relationship types and cognitive rigidity
Učenie sa z intímnych vzťahov u mladých dospelých na Slovensku: úloha typov vzťahu a kognitívnej rigidity
| Duration: |
1.1.2024 - 31.12.2027 |
| Program: |
VEGA |
| Project leader: |
Mgr. Kallová Nikola PhD. |
| Annotation: | The project aims to use a longitudinal mixed design to capture changes in reported learning from intimate relationships among young adults in Slovakia and the role played by relationship types and changes in relationships, cognitive rigidity, and cultural models. The phenomenon of learning from intimate relationships (LIR), that is, changes in thinking and behavior mediated by relational experience, facilitates both increased relational quality and relational development. Thus, it represents an application potential for both educational and clinical practice. However, several areas of this phenomenon are as yet uncharted. The present project builds on the APVV project 18-0303 on the topic of intimate relationships, which also resulted in a qualitative exploratory study on LIV. These findings are to be used in the project to develop and validate an instrument to measure LIV, which is lacking in the scientific discourse, and to fill other research gaps. |
The role of new media in supporting higher quality of life, resilience and education levels in children, youth and young adults depending on (non) existence of a disability, their ethnicity and socioeconomic status
Úloha nových médií vo zvyšovaní kvality života, reziliencie a vzdelania u detí, mládeže a mladých dospelých v závislosti od ne/prítomnosti postihnutia, etnickej príslušnosti a socioekonomického statusu
| Duration: |
1.1.2021 - 31.12.2024 |
| Program: |
VEGA |
| Project leader: |
Mgr. Petrjánošová Magda PhD. |
| Annotation: | An effective use of the new media potential can bring benefits in higher quality of life, resilience, self-esteem, better access to information and education. However, even the newest research shows inequalities in access and use, depending on socioeconomic status, gender and education level (digital divide) even in the youngest generation (<25 years). The optimistic assumption about a easy switch to online education for all Slovak children and youth during the corona crisis in 2020 showed big problems in this area clearly. But about the situation in Slovakia there is not enough precise information, especially about specific youth subgroups. Therefore, in our project we focus on children, youth and young adults (10-25 years old) 1) from ethnic minorities, 2) with a disability or 3) from families with low socioeconomic status. The goal of the project is to map their possibilities, extent, forms, real psychological benefits of and barriers to new media use of these potentially vulnerable young people groups. |
The interplay of social norms, intergroup contact, and social identities in shaping solidarity on behalf of disadvantaged groups
Vzťah sociálnych noriem, medziskupinového kontaktu a sociálnych identít pri formovaní solidarity v prospech znevýhodnených skupín
| Duration: |
1.7.2024 - 31.12.2027 |
| Program: |
SRDA |
| Project leader: |
Mgr. Lášticová Barbara PhD. |
| Annotation: | Tolerance and respect are prerequisites for a fair and equal society. Yet, people belonging to disadvantaged groups often fall beyond our scope of moral considerations, and discriminatory attitudes severely impact their lives. Hence social scientists have focused on studying various determinants and behavioural consequences of these attitudes. Yet empirical research investigating the relationship between perceived social norms, intergroup contact and solidarity actions has been scarce. The project aims to address the complex interplay of social norms, intergroup contact, identity and socio-cognitive processes in Slovakia, and their impact on intergroup solidarity and hostility on behalf of three disadvantaged groups – Roma, LGBTQ+, and Ukrainian refugees – who represent the most salient societal outgroups in Slovakia and differ in the levels and nature of intergroup contact and prevalent social norms shaping the perceptions of their solidarity deservingness. Building on the socio-cognitive approach and insights of social identity perspective, we understand social norms as socially shared phenomena arising from ingroup identification processes, which describe and prescribe appropriate attitudes and behaviors. Through rigorous mixed-method research (discourse analysis, focus groups, surveys, experiment) we aim to map various aspects of what is communicated by social norms (political discourse), what is in turn perceived and experienced (subjective perceptions of norms and feelings), how it translates into cognitive representations on the individual level (socio-cognitive and identity mechanisms), and what consequences it has for intergroup relations (e.g., solidarity and hostility). We will also explore the heterogeneity in support for these disadvantaged groups that can be linked to individual differences and stereotypes ascribed to these groups and their status positions within Slovak society. |
Enhancing Literacy Skills through Teacher Strategy Instruction: A Longitudinal Study
Zlepšovanie čitateľskej gramotnosti prostredníctvom výučby stratégií: longitudinálna štúdia
| Duration: |
1.7.2024 - 30.6.2027 |
| Program: |
SRDA |
| Project leader: |
Mgr. Urban Kamila PhD. |
| Annotation: | This project aims to evaluate the effectiveness of a teacher-led strategy instruction intervention focused on enhancing literacy skills in 3rd and 4th grade students. The intervention will involve teacher training in implementation of cognitive and metacognitive reading strategies into their classroom instruction over one academic year. The project employs a randomized controlled trial design, with students assessed at multiple time points (pre-test, mid-test, post-test, and delayed post-test). The overarching goal is to analyze the impact of this ecologically valid intervention on students' strategic reading behavior, metacognitive skills, reading comprehension, and reading self-efficacy. Additionally, the project will evaluate how providing strategy instruction affects teachers themselves. Quantitative data will be supplemented with in-depth qualitative interviews targeting the teacher's experience during the intervention, in order to gain a comprehensive understanding. This basic research project provides crucial longitudinal data on real-world applications of evidence-based literacy practices into elementary classrooms. |
The total number of projects: 11
