Ilona Kočvarová
Biographic Data
| ID | 1651917 |
|---|---|
| NAME | Ilona Kočvarová |
| GIVEN NAMES | Ilona |
| FAMILY NAME | Kočvarová |
| SIGNATURE | KOČVAROVÁ I |
| AFFILIATIONS | Tomas Bata University in Zlin |
| ORCID | 0000-0002-7070-7998 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Acceptance of the Paro Robot in Residential Social Services
We discuss the possibility of using the PARO robot in the practice of Czech social work. In our research, we used a modified standardized questionnaire and semi-structured interviews. In the research, we compared the evaluation of the PARO robot from the perspective of older adult home staff and older adults. The research helped to identify constructs linked to social robot acceptance that may define benefits and barriers to the implementation of…
Participation in non-formal adult education within the European context
Participation in non-formal adult education (NFE) is considered an essential part of lifelong learning, aiming to foster the development of individuals and societies. This significance is particularly evident today, given the era of extensive digitalization and disruptive technological advances. Nevertheless, not all adults participate in organized learning and have equal chances. Therefore, this study addresses the absence of up-to-date comparat…
Adaptation and validation of the academic motivation scale for higher education across four Eastern European countries
The article focuses on adaptation and validation of the Academic Motivation Scale questionnaire (AMS‐28) in higher education in four Eastern European countries: Czechia, Slovakia, Serbia, and Poland. The research was conducted with a total of 1711 respondents. We examined the construct validity of AMS‐28 including measurement invariance and reliability according to national, gender and age groups. Our analysis confirmed its original seven‐factor …
Exploring attitudes towards adult learning and education
Based on contemporary theories of participation, attitudes toward Adult Learning and Education (ALE) are considered crucial determinants predicting adults’ involvement in further education. However, their investigation is usually not empirically systematic and theoretically grounded. For this reason, the article analyses attitudes to ALE based on a novel approach – the triadic model of culture by Lizardo. We present a conceptualisation of attitud…
Online learning platforms and resources in adult education and training
Digitisation represents one of the key directions of adult education and training in the post-COVID-19 times, but direct empirical evidence of its scope among learners is rather scarce after 2021. Therefore, the general aim of this article is to investigate the current state of the use of online learning platforms and resources in adult education and training throughout Europe. For this purpose, we utilise data from a dedicated survey in the Czec…
Changing Participation in Adult Education and Training in the Czech Republic
Participation in adult education and training (AET) is one of the primary strategies of the European Commission for developing human capital and retaining a competitive labour force. AET is also regarded as a means to tackle educational inequality as it can provide a second chance at gaining qualifications or job-related skills. This study uses data from three rounds of the Adult Education Survey (AES) involving a total of 25,405 respondents to i…
Impact of Covid ‐19 on participation and barriers in nonformal adult education in the Czech Republic
The impact that the COVID‐19 pandemic has had on nonformal adult education has become a frequently discussed issue in lifelong learning. Nonformal adult education is understood here as all organised adult learning outside formal education that usually does not result in official certification. Many scholars have considered the pandemic as the leading cause of both decreased participation in nonformal adult education and increased inequality among…
“Why don’t they participate?” Reasons for nonparticipation in adult learning and education from the viewpoint of self-determination theory
The study deals with the perceived reasons for nonparticipation in adult learning and education (ALE), drawing on existing research concerning the motivation for lifelong learning, adult attitudes towards education, and the study of dispositional barriers. The aim of the study is to determine the subjective reasons/motivation of adults not to participate in ALE and what factors influence their nonparticipation. For this purpose, we drew on self-d…
Barriers to the participation of low-educated workers in non-formal education
Despite the increasing pace of technological change and digitalisation of workplaces, low-educated workers continue to participate in non-formal adult education (NFE) to a significantly lesser degree than do other workers. At the same time, low-educated workers also face many other barriers to participation. One key question related to their non-participation is what role the different types of perceived barriers play. Based on an earlier investi…
Participation in non-formal education in risk society
The participation of adults in lifelong learning has undergone significant development in the last few years, with the percentage of adults participating in non-formal education (NFE) risen dramatically. Within this empirical context, this study conceptualises and interconnects the theory of Ulrich Beck’s risk society with the main trends in contemporary NFE. Based on a secondary analysis of data from the LFS and AES, we test four complementary t…
Factor structure of the Self-Regulation Questionnaire among adult learners from Poland, Serbia, Slovakia, and the Czech Republic
Background One of the most significant human qualities is the ability to develop, implement, and flexibly maintain planned behaviour in order to achieve one's goals. Self-regulation has become a relatively well-researched area in the field of psychology and pedagogy. However, empirically valid and reliable instrument is still missing across European context. The primary goal of this research was to analyze the psychometric properties of the Czech…
Hidden gender differences in formal and non-formal adult education
One of the most often repeated goals in modern society is making education available to all on equal terms, regardless of social origin, culture or individual characteristics such as age, gender or the socio-economic status of an individual. However, in relation to gender inequality within learning environments, in the Czech Republic the traditional roles of men and women are still deeply inscribed. The results of the present study are primarily …
Changing Motivations for Non-formal Adult Education in the Czech Republic
The study deals with recent changes in the motivation for pursuing non-formal adult education (NFE) in the Czech Republic and the factors behind this. Although the number of people pursuing NFE has been increasing dynamically in recent years, we do not yet have enough knowledge about the reasons adults pursue NFE and the factors that influence it. In this regard, the study aims to identify (1) the main trends in work/non-work, intrinsic, and extr…
Participation in non-formal education in risk society
The participation of adults in lifelong learning has undergone significant development in the last few years, with the percentage of adults participating in non-formal education (NFE) risen dramatically. Within this empirical context, this study conceptualises and interconnects the theory of Ulrich Beck’s risk society with the main trends in contemporary NFE. Based on a secondary analysis of data from the LFS and AES, we test four complementary t…
Online learning platforms and resources in adult education and training
Digitisation represents one of the key directions of adult education and training in the post-COVID-19 times, but direct empirical evidence of its scope among learners is rather scarce after 2021. Therefore, the general aim of this article is to investigate the current state of the use of online learning platforms and resources in adult education and training throughout Europe. For this purpose, we utilise data from a dedicated survey in the Czec…
Hidden gender differences in formal and non-formal adult education
One of the most often repeated goals in modern society is making education available to all on equal terms, regardless of social origin, culture or individual characteristics such as age, gender or the socio-economic status of an individual. However, in relation to gender inequality within learning environments, in the Czech Republic the traditional roles of men and women are still deeply inscribed. The results of the present study are primarily …
Changing Motivations for Non-formal Adult Education in the Czech Republic
The study deals with recent changes in the motivation for pursuing non-formal adult education (NFE) in the Czech Republic and the factors behind this. Although the number of people pursuing NFE has been increasing dynamically in recent years, we do not yet have enough knowledge about the reasons adults pursue NFE and the factors that influence it. In this regard, the study aims to identify (1) the main trends in work/non-work, intrinsic, and extr…
“Why don’t they participate?” Reasons for nonparticipation in adult learning and education from the viewpoint of self-determination theory
The study deals with the perceived reasons for nonparticipation in adult learning and education (ALE), drawing on existing research concerning the motivation for lifelong learning, adult attitudes towards education, and the study of dispositional barriers. The aim of the study is to determine the subjective reasons/motivation of adults not to participate in ALE and what factors influence their nonparticipation. For this purpose, we drew on self-d…
Barriers to the participation of low-educated workers in non-formal education
Despite the increasing pace of technological change and digitalisation of workplaces, low-educated workers continue to participate in non-formal adult education (NFE) to a significantly lesser degree than do other workers. At the same time, low-educated workers also face many other barriers to participation. One key question related to their non-participation is what role the different types of perceived barriers play. Based on an earlier investi…
Participation in non-formal education in risk society
The participation of adults in lifelong learning has undergone significant development in the last few years, with the percentage of adults participating in non-formal education (NFE) risen dramatically. Within this empirical context, this study conceptualises and interconnects the theory of Ulrich Beck’s risk society with the main trends in contemporary NFE. Based on a secondary analysis of data from the LFS and AES, we test four complementary t…
Factor structure of the Self-Regulation Questionnaire among adult learners from Poland, Serbia, Slovakia, and the Czech Republic
Background One of the most significant human qualities is the ability to develop, implement, and flexibly maintain planned behaviour in order to achieve one's goals. Self-regulation has become a relatively well-researched area in the field of psychology and pedagogy. However, empirically valid and reliable instrument is still missing across European context. The primary goal of this research was to analyze the psychometric properties of the Czech…
Impact of Covid ‐19 on participation and barriers in nonformal adult education in the Czech Republic
The impact that the COVID‐19 pandemic has had on nonformal adult education has become a frequently discussed issue in lifelong learning. Nonformal adult education is understood here as all organised adult learning outside formal education that usually does not result in official certification. Many scholars have considered the pandemic as the leading cause of both decreased participation in nonformal adult education and increased inequality among…
Participation in non-formal adult education within the European context
Participation in non-formal adult education (NFE) is considered an essential part of lifelong learning, aiming to foster the development of individuals and societies. This significance is particularly evident today, given the era of extensive digitalization and disruptive technological advances. Nevertheless, not all adults participate in organized learning and have equal chances. Therefore, this study addresses the absence of up-to-date comparat…
Adaptation and validation of the academic motivation scale for higher education across four Eastern European countries
The article focuses on adaptation and validation of the Academic Motivation Scale questionnaire (AMS‐28) in higher education in four Eastern European countries: Czechia, Slovakia, Serbia, and Poland. The research was conducted with a total of 1711 respondents. We examined the construct validity of AMS‐28 including measurement invariance and reliability according to national, gender and age groups. Our analysis confirmed its original seven‐factor …
Exploring attitudes towards adult learning and education
Based on contemporary theories of participation, attitudes toward Adult Learning and Education (ALE) are considered crucial determinants predicting adults’ involvement in further education. However, their investigation is usually not empirically systematic and theoretically grounded. For this reason, the article analyses attitudes to ALE based on a novel approach – the triadic model of culture by Lizardo. We present a conceptualisation of attitud…
Online learning platforms and resources in adult education and training
Digitisation represents one of the key directions of adult education and training in the post-COVID-19 times, but direct empirical evidence of its scope among learners is rather scarce after 2021. Therefore, the general aim of this article is to investigate the current state of the use of online learning platforms and resources in adult education and training throughout Europe. For this purpose, we utilise data from a dedicated survey in the Czec…
Changing Participation in Adult Education and Training in the Czech Republic
Participation in adult education and training (AET) is one of the primary strategies of the European Commission for developing human capital and retaining a competitive labour force. AET is also regarded as a means to tackle educational inequality as it can provide a second chance at gaining qualifications or job-related skills. This study uses data from three rounds of the Adult Education Survey (AES) involving a total of 25,405 respondents to i…
Acceptance of the Paro Robot in Residential Social Services
We discuss the possibility of using the PARO robot in the practice of Czech social work. In our research, we used a modified standardized questionnaire and semi-structured interviews. In the research, we compared the evaluation of the PARO robot from the perspective of older adult home staff and older adults. The research helped to identify constructs linked to social robot acceptance that may define benefits and barriers to the implementation of…
Psychology (10 works) · Pedagogy (9 works) · Adult education (8 works) · Czech (8 works) · Geography (7 works) · Sociology (7 works) · Global Educational Policies and Reforms (6 works) · Political science (6 works) · Social Psychology (6 works) · Youth Education and Societal Dynamics (5 works)