Article:
Studijní a pracovní strachy mladých dospělých

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dc.audienceResearchersen
dc.contributor.authorKohoutová, Anežka
dc.contributor.authorLacinová, Lenka
dc.date.accessioned2026-08-11T05:03:21Z
dc.date.available2026-08-11T05:03:21Z
dc.date.issued2020
dc.description.abstractCílem studie bylo prozkoumat možné faktory, které se vztahují k výskytu subjektivně prožívaných studijních a pracovních strachů v období mladé dospělosti. Vzorek tvořilo 303 respondentů z projektu „Cesty do dospělosti“ (83,8 % žen, průměrný věk = 24 let; Min = 19,08, Max = 32). Metoda. Data byla získávána pomocí online dotazníků. Výpovědi o studijních a pracovních straších byly získávány metodou volných výpovědí. Dále byly administrovány tyto dotazníky – GIDS, The Academic Self-Efficacy Scale, CDSE‑SF, Perception of Parental Autonomy-Support and Control Scale. Z výsledků regresní analýzy vyplývá, že existuje vztah mezi výskytem studijních strachů, akademického vědomí vlastní účinnosti, podporou autonomie ze strany otce, pohlavím a závazkem ke studiu. Dále byl detekován vztah mezi výskytem pracovních strachů a závazkem k práci, pociťovanou kontrolou ze strany otce, pracovním úvazkem a zaměstnáním, které souvisí s plánovanou profesí respondenta. Limitem studie je především velká převaha žen ve výzkumném souboru.
dc.description.abstractThe study aimed to examine the relationship between selected factors and the presence of school and employment-related fears in young adults. Sample. Overall, the study sample comprised 303 respondents from the longitudinal project “Cesty do dospělosti” [Paths to Adulthood] (83.8 % were women; the average age of the respondents was 24 years SD = 1.47; Min = 19.08, Max = 32). Method. Questionnaire data were collected on-line. The study used self-rating scales (GIDS, The Academic Self-Efficacy Scale, CDSE-SF, Perception of Parental Autonomy-Support and Control Scale.). The school fears and the employment-related fears were collected by open-ended questions on fears. Results. The open-ended answers on fears were categorized into general categories, where the school fears were the second most frequented category and the employment-re lated fears represented the fifth most frequented category. Regression analysis indicated that the gender, academic self-efficacy, perception of autonomy support from the father and commitment to study were significant predictors for the presence of school fears. Perception of father’s control, having an employment (mainly one related to one’s future profession) and commitment to one’s job were found to be significant predictors for the presence of employment-related fears. The results reveal that the presence of school fears was more related to the perception and evaluation of one’s own learning abilities, self-efficacy, and commitment to study. The presence of employment-related fears was more related to work experience – it was the strongest predictor. In terms of work experience, the most important influence was the experience of employment related to one’s future profession. The perception and evaluation of one’s own abilities did not have a significant effect on the presence of employment-related fears. Interesting was the relationship between perceived father’s autonomy support and control and the categories of fears. Higher autonomy support from the father increased the chance of school fears presence. It may be explained by a higher degree of perceived responsibility for study and the fear of disappointing parents. Higher autonomy control from the father reduced the chance of employment-related fears presence, which can be explained by the reduced responsibility for work decisions and the overall lower motivation to explore the employment area. Based on the results, it is possible to better understand the context of school and employment-related fears – the identified findings are fully consistent with the developmental challenges and characteristics of the young adulthood period. Limitations. The study impact is limited by the sample structure: the sample was over-represented by women, students, and respondents of older age group.
dc.identifier.citationPsychologie a její kontexty 11(1), 2020, 69-87
dc.identifier.doihttps://doi.org/10.15452/PsyX.2020.11.0005
dc.identifier.urihttps://eduo.osu.cz/handle/1/443
dc.language.isocs
dc.rights.licenseCC BY
dc.subjectstudijní strachy, pracovní strachy, mladí dospělí
dc.subjectschool fears, employment-related fears, young adulthood
dc.subject.czenasmladí lidé
dc.subject.czenasstudijní předpoklady
dc.subject.czenasstudijní úspěšnost
dc.subject.czenasstudijní cesty
dc.subject.czenasstrach
dc.subject.konspekt159.92 - Vývojová psychologie. Individuální psychologie
dc.titleStudijní a pracovní strachy mladých dospělých
dc.title.alternativeSchool Fears and Employment‑related Fears in the Young Adulthood Period
dc.typearticleen
dspace.entity.typeArticle
oaire.resourceTypejournal articleen
oaire.versioninfo:eu-repo/semantics/publishedVersion
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