Vnímanie akademického cieľa a kríza v procese jeho dosahovania

The aim of the research was to explore the correlations among the perceived characteristics of the academic goal (the grade that a student set himself to achieve) during the semester, as well as the correlations with the obtained grade. The university students (N = 31) participated on the research. Their perceptions of motivation, self-efficacy, commitment, desirability, attainability, effort, progress and action crisis were collected by short scales 1. in the goal setting, 2. after passing the credit test and 3. 24hours before the exam. After passing the exam, the grade and the fulfillment of the goal were also collected. Only the higher desirability after passing the partial goal (after the credit test) was associated with the worse grade. However, the students had set the worse grades than they finally obtained. Correlations among the goal characteristics confirmed the findings of other studies. The correlations among the previous and the upcoming goal characteristics have shown the importance of the initial “want to” motivation, desirability and attainability. The crisis was correlated with low attainability, low progress and with previous crisis and “have to” motivation.

„Unáhlené závěry“ u psychotických onemocnění: přehledová studie

This narrative review describes the most frequently investigated cognitive bias in psychosis – jumping to conclusions. This bias refers to deviance in reasoning, when person reach to the conclusion on the basis of little evidence than it is usual. Experimental studies describe presence of the bias across all psychotic continuum. Jumping to conclusions is most frequently studied in associations with delusions, there are discrepancies between results from metaanalyses and longitudinal studies about the nature of relationship between those two phenomena. Relationship between cognition and this bias remains also unclear. Methodology of measuring this bias is very fragmented, which brings o lots of problems descibed in the article. Last part is dedicated to posibilities and efectivity of metacognitive training, which could lead to decrease in jumping to conclusion and potentially nonfarmacologicaly influence delusion and other positive symptoms.

Editorial

Editorial