1 March 31, 2026
The Problems of Contemporary Education
1. Peri Aslan
Unlocking Language Learning: Boosting Vocabulary in Young EFL Learners by Nursery Rhymes in Turkey
European Journal of Contemporary Education. 2026. 15(1): 3-12.
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2. Elena A. Azarova, Mariya A. Vyshkvyrkina, Nataiya N. MozgovayaEuropean Journal of Contemporary Education. 2026. 15(1): 3-12.
Abstract:
Choosing an efficient technique for teaching vocabulary in second language acquisition is one of the most important aspects of language learning, and without it, communication is impossible. This topic is the subject of extensive investigation today. This study investigates the impact of nursery rhymes on vocabulary acquisition and motivation among young Turkish EFL learners, exploring potential gender-based differences in vocabulary performance. A sample of 40 non-randomly selected learners was divided into two groups: one using a traditional teaching method and the other nursery rhymes, with each group containing male and female participants. A pre-test ensured homogeneity between groups. After twelve weeks of instruction, with five sessions per week, an independent t-test was used to assess differences in vocabulary performance between the nursery rhyme and control group. Results indicated a significant positive effect of nursery rhymes on vocabulary acquisition and motivation, although no statistically significant gender differences were observed.
Choosing an efficient technique for teaching vocabulary in second language acquisition is one of the most important aspects of language learning, and without it, communication is impossible. This topic is the subject of extensive investigation today. This study investigates the impact of nursery rhymes on vocabulary acquisition and motivation among young Turkish EFL learners, exploring potential gender-based differences in vocabulary performance. A sample of 40 non-randomly selected learners was divided into two groups: one using a traditional teaching method and the other nursery rhymes, with each group containing male and female participants. A pre-test ensured homogeneity between groups. After twelve weeks of instruction, with five sessions per week, an independent t-test was used to assess differences in vocabulary performance between the nursery rhyme and control group. Results indicated a significant positive effect of nursery rhymes on vocabulary acquisition and motivation, although no statistically significant gender differences were observed.
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Post-Institutional Period: Social Adaptation of Orphanage Graduates with Varying Levels of Hardiness
European Journal of Contemporary Education. 2026. 15(1): 13-23.
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3. Oxana Chernova, Aleksandr Litvinov, Тatiana Ermolova, Vera SnezhkoEuropean Journal of Contemporary Education. 2026. 15(1): 13-23.
Abstract:
The transition to independent living presents substantial challenges to social adaptation for orphanage graduates, necessitating effective socio-psychological support. Focusing on the diagnosis and potential of key psychological personality resources – such as hardiness and its associated activity self-organization and volitional self-regulation – represents a novel contribution to research addressing this issue. The aim of this study is to examine the characteristics of activity self-organization and volitional self-regulation among orphanage graduates exhibiting varying levels of hardiness, and to identify the interrelationships between these factors and social adaptation during the post-institutional period. The study involved 140 graduates of orphanage institutions. The following assessment tools were used: Hardiness Survey by S. Maddi (adapted by D.A. Leontiev and E.I. Rasskazova); Activity Self-Organization Questionnaire by E.Yu. Mandrikova; Volitional Self-Regulation Questionnaire by A.G. Zverkov and E.V. Eidman. Statistical analysis was conducted using the one-sample Kolmogorov-Smirnov test, Mann-Whitney U-test, and Spearman's rank correlation coefficient (IBM SPSS Statistics 27.0). Orphanage graduates exhibited low to moderate levels of hardiness. They demonstrated a balanced profile of activity self-organization, characterized by average levels of planfulness, goal-directedness, persistence, and fixation. Graduates with moderate hardiness showed more pronounced self-organization abilities, while those with low hardiness displayed a present-oriented focus. Volitional self-regulation indices in both groups fell within the above-average range. Significant correlations were found between hardiness levels, components of self-organization, and volitional self-regulation indices, indicating the integrative nature of psychological mechanisms underlying social adaptation among orphanage graduates during the post-institutional period. The study demonstrates that hardiness serves as a system-forming psychological resource, integrating processes of activity self-organization and volitional regulation during the post-institutional socio-psychological adaptation of orphanage graduates.
The transition to independent living presents substantial challenges to social adaptation for orphanage graduates, necessitating effective socio-psychological support. Focusing on the diagnosis and potential of key psychological personality resources – such as hardiness and its associated activity self-organization and volitional self-regulation – represents a novel contribution to research addressing this issue. The aim of this study is to examine the characteristics of activity self-organization and volitional self-regulation among orphanage graduates exhibiting varying levels of hardiness, and to identify the interrelationships between these factors and social adaptation during the post-institutional period. The study involved 140 graduates of orphanage institutions. The following assessment tools were used: Hardiness Survey by S. Maddi (adapted by D.A. Leontiev and E.I. Rasskazova); Activity Self-Organization Questionnaire by E.Yu. Mandrikova; Volitional Self-Regulation Questionnaire by A.G. Zverkov and E.V. Eidman. Statistical analysis was conducted using the one-sample Kolmogorov-Smirnov test, Mann-Whitney U-test, and Spearman's rank correlation coefficient (IBM SPSS Statistics 27.0). Orphanage graduates exhibited low to moderate levels of hardiness. They demonstrated a balanced profile of activity self-organization, characterized by average levels of planfulness, goal-directedness, persistence, and fixation. Graduates with moderate hardiness showed more pronounced self-organization abilities, while those with low hardiness displayed a present-oriented focus. Volitional self-regulation indices in both groups fell within the above-average range. Significant correlations were found between hardiness levels, components of self-organization, and volitional self-regulation indices, indicating the integrative nature of psychological mechanisms underlying social adaptation among orphanage graduates during the post-institutional period. The study demonstrates that hardiness serves as a system-forming psychological resource, integrating processes of activity self-organization and volitional regulation during the post-institutional socio-psychological adaptation of orphanage graduates.
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Combating Foreign Language Anxiety in Translation Students by Developing Learner Autonomy
European Journal of Contemporary Education. 2026. 15(1): 24-38.
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4. Bernadette Q. Cunanan, Lea V. FaaEuropean Journal of Contemporary Education. 2026. 15(1): 24-38.
Abstract:
The present research paper investigates the issue of foreign language anxiety among translation students in Russia and suggests the way to diminish it by developing learner autonomy. The authors conducted an experiment during the second semester of 2023–2024 academic year, (117 participants) and found out that female students are more anxious than their male counterparts, undergraduate students are more prone to foreign language anxiety compared to younger students since they have to take state exams and defend their diploma papers. Junior students are more concerned about interpersonal communication, whereas undergraduates have more problems with negative assessment and test anxiety. By developing learner autonomy, it has become possible to diminish foreign language anxiety and at the same time make students more responsible and motivated. Personal and competence-based components of learner autonomy primarily contribute to lower foreign language anxiety.
The present research paper investigates the issue of foreign language anxiety among translation students in Russia and suggests the way to diminish it by developing learner autonomy. The authors conducted an experiment during the second semester of 2023–2024 academic year, (117 participants) and found out that female students are more anxious than their male counterparts, undergraduate students are more prone to foreign language anxiety compared to younger students since they have to take state exams and defend their diploma papers. Junior students are more concerned about interpersonal communication, whereas undergraduates have more problems with negative assessment and test anxiety. By developing learner autonomy, it has become possible to diminish foreign language anxiety and at the same time make students more responsible and motivated. Personal and competence-based components of learner autonomy primarily contribute to lower foreign language anxiety.
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Challenges and Coping Mechanisms of Alternative Learning System(ALS) Teachers
European Journal of Contemporary Education. 2026. 15(1): 39-49.
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5. Ajla DoljančićEuropean Journal of Contemporary Education. 2026. 15(1): 39-49.
Abstract:
In the Philippines, the Alternative Learning System (ALS) provides a practical option to the existing formal instruction. When an individual does not have or cannot afford to access formal education, ALS is an alternate or ancillary. Nevertheless, ALS teachers experience difficulties like restricted ability or resources to deliver lesson effectively and handling learners with different characteristics, abilities, and learning needs. The study is anchored on Lazarus and Folkman’s Theory of Stress and Coping (1984), which focused to the level of challenges by the ALS teachers, the coping mechanisms, and how these relates to demographic profiles (age, teaching experience, and educational attainment). Data were gathered from 48 ALS teachers using descriptive-correlational design through the Coping Strategies Inventory (CSI) and Perceived Stress Scale (PSS). It was revealed that ALS teachers experienced moderate challenges (M = 3.15) and employed adaptive coping mechanisms (M = 4.06) in most instances. Differences in the challenges encountered by the ALS teachers were tested using analysis of variance (ANOVA), with age, educational attainment and sex as independent variables. Some coping strategies (i.e., promoting collaboration between community and adaptive teaching) were directly related to low levels of perceived stress. Such findings underscore the need for targeted interventions by demographic factors, specifically target professional development and systemic support. And by tackling these challenges, they empower teachers to strengthen their resilience and learner outcomes and, as a result, equitable education for everyone.
In the Philippines, the Alternative Learning System (ALS) provides a practical option to the existing formal instruction. When an individual does not have or cannot afford to access formal education, ALS is an alternate or ancillary. Nevertheless, ALS teachers experience difficulties like restricted ability or resources to deliver lesson effectively and handling learners with different characteristics, abilities, and learning needs. The study is anchored on Lazarus and Folkman’s Theory of Stress and Coping (1984), which focused to the level of challenges by the ALS teachers, the coping mechanisms, and how these relates to demographic profiles (age, teaching experience, and educational attainment). Data were gathered from 48 ALS teachers using descriptive-correlational design through the Coping Strategies Inventory (CSI) and Perceived Stress Scale (PSS). It was revealed that ALS teachers experienced moderate challenges (M = 3.15) and employed adaptive coping mechanisms (M = 4.06) in most instances. Differences in the challenges encountered by the ALS teachers were tested using analysis of variance (ANOVA), with age, educational attainment and sex as independent variables. Some coping strategies (i.e., promoting collaboration between community and adaptive teaching) were directly related to low levels of perceived stress. Such findings underscore the need for targeted interventions by demographic factors, specifically target professional development and systemic support. And by tackling these challenges, they empower teachers to strengthen their resilience and learner outcomes and, as a result, equitable education for everyone.
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Practical Use of Language in the Workplace Environment. Flexible vs. Inflexible Delivery
European Journal of Contemporary Education. 2026. 15(1): 50-65.
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6. Dalibor Gonda, Dušan Vallo, Zuzana Strenáčiková, Miroslava BartákováEuropean Journal of Contemporary Education. 2026. 15(1): 50-65.
Abstract:
A business environment is regarded as a space where people usually engage in intercultural communication where diverse linguistic and/or cultural interactions take place. That gave rise to the interest and research in “English as a Business Lingua Franca” and it has become a well-established phenomenon worldwide, but it has just recently become a topic of interest in Bosnia and Herzegovina. Therefore, this study aims to investigate BELF as a neutral communication code, in addition to building rapport, managing cultural and linguistic differences, and identifying business and linguistic skills that affect the day-to-day IT work environment. The qualitative research method was used to collect data through 11 interviews from IT companies in Bosnia and Herzegovina using a snowball sampling method. The results indicate that BELF is used as a neutral communication code without which business would be impossible to conduct, and also as a medium for various intercultural interactions, considering the limitations of the study. Even though it is difficult to make generalizations, and additional either quantitative or mixed research has to be done, the findings of this study can be beneficial to IT companies, educators, and intercultural researchers, especially in terms of maintaining effective communication, providing high-quality feedback, and building rapport.
A business environment is regarded as a space where people usually engage in intercultural communication where diverse linguistic and/or cultural interactions take place. That gave rise to the interest and research in “English as a Business Lingua Franca” and it has become a well-established phenomenon worldwide, but it has just recently become a topic of interest in Bosnia and Herzegovina. Therefore, this study aims to investigate BELF as a neutral communication code, in addition to building rapport, managing cultural and linguistic differences, and identifying business and linguistic skills that affect the day-to-day IT work environment. The qualitative research method was used to collect data through 11 interviews from IT companies in Bosnia and Herzegovina using a snowball sampling method. The results indicate that BELF is used as a neutral communication code without which business would be impossible to conduct, and also as a medium for various intercultural interactions, considering the limitations of the study. Even though it is difficult to make generalizations, and additional either quantitative or mixed research has to be done, the findings of this study can be beneficial to IT companies, educators, and intercultural researchers, especially in terms of maintaining effective communication, providing high-quality feedback, and building rapport.
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Validation of the Critical Thinking Questionnaire (CThQ) in a Sample of Students from Vocational Secondary Schools in Slovakia
European Journal of Contemporary Education. 2026. 15(1): 66-75.
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7. Tetyana Ivanova, Andrii E. Lebid, Yuliia TyptiukEuropean Journal of Contemporary Education. 2026. 15(1): 66-75.
Abstract:
Critical thinking is a core priority of modern education, yet its effective support in schools continues to pose significant challenges. The aim of this study was to identify, through students' self-assessment, the attributes of critical thinking in which students would welcome teacher support during instruction. The study was conducted on a sample of 104 final-year students from Slovak vocational secondary schools, with the Critical Thinking Questionnaire (CThQ) as the primary data collection tool. The results indicate that students most frequently identify memory as a significant weakness, which may limit the development of higher-order critical thinking skills such as analysis, evaluation, and creation. Based on these findings, we recommend placing greater emphasis on supporting memory processes and linking them to the application of acquired knowledge in more complex cognitive operations. Furthermore, our analysis suggests that aligning students’ and teachers’ perceptions of learning needs represents a key factor for the effective development of critical thinking in the educational process.
Critical thinking is a core priority of modern education, yet its effective support in schools continues to pose significant challenges. The aim of this study was to identify, through students' self-assessment, the attributes of critical thinking in which students would welcome teacher support during instruction. The study was conducted on a sample of 104 final-year students from Slovak vocational secondary schools, with the Critical Thinking Questionnaire (CThQ) as the primary data collection tool. The results indicate that students most frequently identify memory as a significant weakness, which may limit the development of higher-order critical thinking skills such as analysis, evaluation, and creation. Based on these findings, we recommend placing greater emphasis on supporting memory processes and linking them to the application of acquired knowledge in more complex cognitive operations. Furthermore, our analysis suggests that aligning students’ and teachers’ perceptions of learning needs represents a key factor for the effective development of critical thinking in the educational process.
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A Comparative Analysis of Interpretation Strategies between Psychology Students and Artificial Intelligence in an Educational Context
European Journal of Contemporary Education. 2026. 15(1): 76-89.
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8. Nataliia V. Kondrashova, Ekaterina I. KondrashovaEuropean Journal of Contemporary Education. 2026. 15(1): 76-89.
Abstract:
The aim of this study is to explore the potential and limitations of artificial intelligence (AI) in psychological counseling. A comparative method was used, based on assessing the differences in interpretation between psychology students and AI systems. Specifically, the phenomenon of overinterpretation, in which conclusions lack sufficient empirical support in the source material, was analyzed. This article utilized a mixed-methods approach. Specifically, the theoretical part included a literature review on AI counseling across five parameters: methodological commitment, emotional support, therapeutic alliance, ethical considerations, and accessibility. The empirical part involved a pilot pedagogical experiment in which psychology students (N = 44) and the Claude 3.5 Sonnet system independently analyzed identical psychological interviews (N = 22). The resulting analytical texts (N = 66) were subjected to discourse analysis based on the identified markers. For a more in-depth analysis, an independent expert review was used. A theoretical review found that AI is effective within structured protocols (e.g., cognitive behavioral therapy). However, AI has several limitations in establishing a therapeutic alliance and interpreting deep emotional experiences. An empirical study identified stylistic differences between student-produced texts and AI-generated texts. Specifically, student-produced texts were more than three times more likely to contain markers of epistemic caution (3.84 versus 1.20 per 1,000 words). AI-generated texts showed a twofold increase in markers of causality (4.58 versus 1.92) and recommendations (3.61 versus 1.60). Furthermore, AI was more likely to overinterpret type A texts, drawing categorical conclusions based on the absence of information in the original text. Thus, integrating AI into psychology education requires the development of a new professional competency, the essence of which lies in the ability to critically evaluate AI-generated content. Also important is the ability to identify interpretive errors and apply strict evidence boundaries. Artificial intelligence can serve as an effective didactic tool for developing critical thinking, provided it is used as a supplementary educational resource. Using artificial intelligence as a standard for professional analysis is not pedagogically incorrect.
The aim of this study is to explore the potential and limitations of artificial intelligence (AI) in psychological counseling. A comparative method was used, based on assessing the differences in interpretation between psychology students and AI systems. Specifically, the phenomenon of overinterpretation, in which conclusions lack sufficient empirical support in the source material, was analyzed. This article utilized a mixed-methods approach. Specifically, the theoretical part included a literature review on AI counseling across five parameters: methodological commitment, emotional support, therapeutic alliance, ethical considerations, and accessibility. The empirical part involved a pilot pedagogical experiment in which psychology students (N = 44) and the Claude 3.5 Sonnet system independently analyzed identical psychological interviews (N = 22). The resulting analytical texts (N = 66) were subjected to discourse analysis based on the identified markers. For a more in-depth analysis, an independent expert review was used. A theoretical review found that AI is effective within structured protocols (e.g., cognitive behavioral therapy). However, AI has several limitations in establishing a therapeutic alliance and interpreting deep emotional experiences. An empirical study identified stylistic differences between student-produced texts and AI-generated texts. Specifically, student-produced texts were more than three times more likely to contain markers of epistemic caution (3.84 versus 1.20 per 1,000 words). AI-generated texts showed a twofold increase in markers of causality (4.58 versus 1.92) and recommendations (3.61 versus 1.60). Furthermore, AI was more likely to overinterpret type A texts, drawing categorical conclusions based on the absence of information in the original text. Thus, integrating AI into psychology education requires the development of a new professional competency, the essence of which lies in the ability to critically evaluate AI-generated content. Also important is the ability to identify interpretive errors and apply strict evidence boundaries. Artificial intelligence can serve as an effective didactic tool for developing critical thinking, provided it is used as a supplementary educational resource. Using artificial intelligence as a standard for professional analysis is not pedagogically incorrect.
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Contemporary Chinese Commercial Literature in Higher Education: Empirical Evidence for Critical Thinking Development Through Structured Textual Analysis
European Journal of Contemporary Education. 2026. 15(1): 90-104.
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9. Andrei A. Ksenofontov, Yulia M. Gruzina, Marina A. Ponomareva, Anastasia A. YussufEuropean Journal of Contemporary Education. 2026. 15(1): 90-104.
Abstract:
We examined whether analyzing controversial contemporary Chinese commercial literature develops critical thinking and intercultural competence more effectively than traditional approaches using canonical texts. During the 2023–2024 academic year, 156 undergraduate students across three Russian universities participated in a quasi-experimental study comparing structured three-phase analytical framework with conventional lecture-based instruction. Pre-post testing using Watson-Glaser Critical Thinking Appraisal showed experimental group gains of 8.3 points (Cohen's d = 0.73) versus control group gains of 2.1 points (d = 0.31), with interaction effects revealing differentiated impact based on students' initial analytical competencies. Qualitative analysis of 81 reflective essays totaling 128,778 words identified three cognitive shifts: recognition of implicit ideological positioning through close textual examination (66 of 81 essays), development of analytical distance enabling evaluation beyond personal reaction (56 essays), and enhanced capacity for identifying narrative manipulation strategies (62 essays). Focus groups with 36 participants revealed that materialistic content in Guo Jingming's "Tiny Times" trilogy generated productive cognitive dissonance, forcing explicit consideration of value systems typically taken for granted in canonical literature study. Mixed-effects modeling controlling for university site and prior coursework demonstrated significant main effect of instructional approach (F(1,152) = 18.94, p < 0.001) alongside interaction between approach and initial critical thinking quartile (F(3,152) = 6.27, p < 0.001), suggesting structured engagement with ideologically provocative texts benefits students across competency levels while producing particularly strong effects for mid-range students. Findings challenge assumptions about pedagogically appropriate texts and demonstrate that commercial popular literature, when paired with explicit analytical scaffolding, serves as powerful resource for developing evaluative thinking capacities central to 21st-century literacy.
We examined whether analyzing controversial contemporary Chinese commercial literature develops critical thinking and intercultural competence more effectively than traditional approaches using canonical texts. During the 2023–2024 academic year, 156 undergraduate students across three Russian universities participated in a quasi-experimental study comparing structured three-phase analytical framework with conventional lecture-based instruction. Pre-post testing using Watson-Glaser Critical Thinking Appraisal showed experimental group gains of 8.3 points (Cohen's d = 0.73) versus control group gains of 2.1 points (d = 0.31), with interaction effects revealing differentiated impact based on students' initial analytical competencies. Qualitative analysis of 81 reflective essays totaling 128,778 words identified three cognitive shifts: recognition of implicit ideological positioning through close textual examination (66 of 81 essays), development of analytical distance enabling evaluation beyond personal reaction (56 essays), and enhanced capacity for identifying narrative manipulation strategies (62 essays). Focus groups with 36 participants revealed that materialistic content in Guo Jingming's "Tiny Times" trilogy generated productive cognitive dissonance, forcing explicit consideration of value systems typically taken for granted in canonical literature study. Mixed-effects modeling controlling for university site and prior coursework demonstrated significant main effect of instructional approach (F(1,152) = 18.94, p < 0.001) alongside interaction between approach and initial critical thinking quartile (F(3,152) = 6.27, p < 0.001), suggesting structured engagement with ideologically provocative texts benefits students across competency levels while producing particularly strong effects for mid-range students. Findings challenge assumptions about pedagogically appropriate texts and demonstrate that commercial popular literature, when paired with explicit analytical scaffolding, serves as powerful resource for developing evaluative thinking capacities central to 21st-century literacy.
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The Application of the Index Method in Evaluating the Efficiency of Regional Educational Systems across the Russian Federation
European Journal of Contemporary Education. 2026. 15(1): 105-115.
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10. Lucia Pašková, Miroslav SližikEuropean Journal of Contemporary Education. 2026. 15(1): 105-115.
Abstract:
The purpose of this study is to analyse the educational performance of 85 Russian regions in 2024 using the index method, in the context of the new economic reality. The object of the study comprises 85 regions of the country. The subject of the study is the economic activity type “Education”. To conduct the research, data on the amount of tax revenues and the number of labor resources engaged in this sector were used. The scientific novelty of the study lies in applying the index method to address the comparative analysis of regions in the context of the new economic reality, where education acts as a crucial factor in ensuring the sovereign development of the Russian economy. A ranking of regional performance in the area of education has been compiled. An assessment of interregional imbalances in the education sector for 2024 has been carried out. The Lorenz coefficient has been calculated and the Lorenz curve has been plotted. It is concluded that the distribution of entities in the reviewed sector is uneven, but very close to a uniform distribution. This fact is also confirmed by the range of variation of the indicator calculated for the education sector, which is one of the lowest compared to other sectors considered. Moscow demonstrates the highest performance in the education sector, while the Republic of Dagestan shows the lowest. Regions where underdevelopment in the field of education is presumably acting as a constraining factor for economic growth have been identified. A strong correlation between the education and healthcare sectors has been revealed.
The purpose of this study is to analyse the educational performance of 85 Russian regions in 2024 using the index method, in the context of the new economic reality. The object of the study comprises 85 regions of the country. The subject of the study is the economic activity type “Education”. To conduct the research, data on the amount of tax revenues and the number of labor resources engaged in this sector were used. The scientific novelty of the study lies in applying the index method to address the comparative analysis of regions in the context of the new economic reality, where education acts as a crucial factor in ensuring the sovereign development of the Russian economy. A ranking of regional performance in the area of education has been compiled. An assessment of interregional imbalances in the education sector for 2024 has been carried out. The Lorenz coefficient has been calculated and the Lorenz curve has been plotted. It is concluded that the distribution of entities in the reviewed sector is uneven, but very close to a uniform distribution. This fact is also confirmed by the range of variation of the indicator calculated for the education sector, which is one of the lowest compared to other sectors considered. Moscow demonstrates the highest performance in the education sector, while the Republic of Dagestan shows the lowest. Regions where underdevelopment in the field of education is presumably acting as a constraining factor for economic growth have been identified. A strong correlation between the education and healthcare sectors has been revealed.
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The Influence of Cognitive Emotion Regulation on Mental Resilience in Elite Athletes in Slovakia
European Journal of Contemporary Education. 2026. 15(1): 116-127.
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11. Maria Rakova, Sergei Kolganov, Renat Latypov, Irina PolozhentsevaEuropean Journal of Contemporary Education. 2026. 15(1): 116-127.
Abstract:
Mental toughness – resilience, is a key factor influencing athletic performance. Its development is an integral part of athletes' mental preparation, contributing to stress management, emotion regulation and more effective overcoming of failure. The aim of this study was to analyze the level of mental resilience of Slovak elite athletes depending on gender and type of sport activity, to find out the preference of specific cognitive-emotional coping strategies and to analyze the predictive influence of cognitive emotion regulation on their mental resilience. The research population consisted of 208 Slovak elite athletes (AM = 24.5; SD = 4.18) aged 18-39 years from different sport industries. Resilience was measured with the standardized CD-RISC questionnaire (Connor, Davidson, 2003), with the overall score reaching average values. Results indicated significant gender differences in favor of males in the overall resilience score as well as in the Hardiness and Self-efficacy factors. Significantly higher levels of resilience were found in individual athletes and the assumption of a positive association between duration of sport activity and resilience was confirmed (rs = .389; p = .032). The highest average scores in cognitive regulation were found in athletes, and the lowest in karate athletes. Gender differences were evident in significantly higher preference for Self-Blame and Acceptance strategies in female athletes. The overall rate of cognitive emotion regulation was significantly higher in athletes engaged in group sports, in contrast to the higher preference for positive restructuring by individual athletes. Regression analysis confirmed that cognitive emotion regulation is a significant predictor of the overall level of mental resilience in elite athletes. The proposed model explained 32.3 % of the variability in resilience, confirming the important role of cognitive strategies in building athletes' mental resilience. The results of this study provide valuable insights into the psychological factors influencing the performance of elite athletes and establish a foundation for further research in this area.
Mental toughness – resilience, is a key factor influencing athletic performance. Its development is an integral part of athletes' mental preparation, contributing to stress management, emotion regulation and more effective overcoming of failure. The aim of this study was to analyze the level of mental resilience of Slovak elite athletes depending on gender and type of sport activity, to find out the preference of specific cognitive-emotional coping strategies and to analyze the predictive influence of cognitive emotion regulation on their mental resilience. The research population consisted of 208 Slovak elite athletes (AM = 24.5; SD = 4.18) aged 18-39 years from different sport industries. Resilience was measured with the standardized CD-RISC questionnaire (Connor, Davidson, 2003), with the overall score reaching average values. Results indicated significant gender differences in favor of males in the overall resilience score as well as in the Hardiness and Self-efficacy factors. Significantly higher levels of resilience were found in individual athletes and the assumption of a positive association between duration of sport activity and resilience was confirmed (rs = .389; p = .032). The highest average scores in cognitive regulation were found in athletes, and the lowest in karate athletes. Gender differences were evident in significantly higher preference for Self-Blame and Acceptance strategies in female athletes. The overall rate of cognitive emotion regulation was significantly higher in athletes engaged in group sports, in contrast to the higher preference for positive restructuring by individual athletes. Regression analysis confirmed that cognitive emotion regulation is a significant predictor of the overall level of mental resilience in elite athletes. The proposed model explained 32.3 % of the variability in resilience, confirming the important role of cognitive strategies in building athletes' mental resilience. The results of this study provide valuable insights into the psychological factors influencing the performance of elite athletes and establish a foundation for further research in this area.
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Using Online Quests in Blended Learning for the Development of Student Competencies in Professional Education
European Journal of Contemporary Education. 2026. 15(1): 128-138.
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12. Natalya M. Semenyuk, Olga I. Badulina, Marina M. Borisova, Svetlana E. ShukshinaEuropean Journal of Contemporary Education. 2026. 15(1): 128-138.
Abstract:
Although digital tools are increasingly integrated into professional education, their structured impact on the development of student competencies requires further empirical validation. Web quests offer a guided inquiry format in which students work with selected online resources to solve professionally oriented tasks. By organizing the search and processing of information, this approach supports the integration of theoretical knowledge with practical application. The aim of this study was to examine the effectiveness of web-quest technology in professional education, with a particular focus on its influence on the development of key student competencies. The experimental group (n = 40) completed learning tasks using the web-quest format, whereas the control group (n = 42) followed traditional instructional methods. Data was collected through structured classroom observations and a teachers’ survey. The results were then analyzed statistically to determine whether there were any performance differences between the two groups. The study clarifies the fundamental concept of "web quest" and presents the results of an empirical study evaluating the usefulness of this method in professional education, utilizing survey methods and pedagogical observation. The results showed that using webquests during learning improves student performance. This includes not only student competencies but also problem-solving skills, teamwork, and also increases motivation and developing time management skills. The authors predict that webquests can be an effective technology for stimulating student engagement and improving educational outcomes.
Although digital tools are increasingly integrated into professional education, their structured impact on the development of student competencies requires further empirical validation. Web quests offer a guided inquiry format in which students work with selected online resources to solve professionally oriented tasks. By organizing the search and processing of information, this approach supports the integration of theoretical knowledge with practical application. The aim of this study was to examine the effectiveness of web-quest technology in professional education, with a particular focus on its influence on the development of key student competencies. The experimental group (n = 40) completed learning tasks using the web-quest format, whereas the control group (n = 42) followed traditional instructional methods. Data was collected through structured classroom observations and a teachers’ survey. The results were then analyzed statistically to determine whether there were any performance differences between the two groups. The study clarifies the fundamental concept of "web quest" and presents the results of an empirical study evaluating the usefulness of this method in professional education, utilizing survey methods and pedagogical observation. The results showed that using webquests during learning improves student performance. This includes not only student competencies but also problem-solving skills, teamwork, and also increases motivation and developing time management skills. The authors predict that webquests can be an effective technology for stimulating student engagement and improving educational outcomes.
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Development of Self-Regulated Learning Skills in University Students Through Intelligent AI Agents
European Journal of Contemporary Education. 2026. 15(1): 139-153.
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13. Monica-Nataliia Wagner, Olga Maximova, Anna Ilina, Umeda OvezovaEuropean Journal of Contemporary Education. 2026. 15(1): 139-153.
Abstract:
Self-regulated learning capabilities determine academic success in higher education, yet traditional instruction shows limited effectiveness in developing these essential competencies. This quasi-experimental study investigated how intelligent AI agents influence SRL development in 384 university students across three Polish institutions during the 2022–2023 academic year. We assigned 196 students to an intervention group using an integrated AI system with adaptive pathways, metacognitive scaffolding, analytics dashboards, and automated feedback, while 188 controls received conventional instruction. Both groups completed the Motivated Strategies for Learning Questionnaire before and after the 16-week intervention, with behavioral data continuously logged throughout. Results showed the intervention group achieved 34.7 % higher metacognitive awareness (Cohen's d = 1.23, p < 0.001), demonstrating students became substantially better at reflecting on and directing their learning processes. Self-monitoring behaviors improved by 41.2 % (d = 1.38, p < 0.001), meaning students tracked their progress and adjusted strategies more effectively. Goal-setting effectiveness rose 28.9 % (d = 0.97, p < 0.001), indicating clearer learning objectives and better planning. Learning analytics revealed intervention students visited the platform 2.3 times more frequently and accessed 2.3-fold more diverse resources than controls. Multiple regression showed that AI-mediated metacognitive support predicted nearly half the variance in academic achievement (R² = 0.473, F(4,379) = 85.42, p < 0.001). However, cluster analysis identified concerning dependency patterns in 23.6 % of intervention participants who over-relied on AI guidance despite receiving the same intervention as more autonomous peers. These findings demonstrate intelligent agents can powerfully enhance self-regulatory capacities while highlighting the need for designs that prevent maladaptive dependency and maintain student agency.
Self-regulated learning capabilities determine academic success in higher education, yet traditional instruction shows limited effectiveness in developing these essential competencies. This quasi-experimental study investigated how intelligent AI agents influence SRL development in 384 university students across three Polish institutions during the 2022–2023 academic year. We assigned 196 students to an intervention group using an integrated AI system with adaptive pathways, metacognitive scaffolding, analytics dashboards, and automated feedback, while 188 controls received conventional instruction. Both groups completed the Motivated Strategies for Learning Questionnaire before and after the 16-week intervention, with behavioral data continuously logged throughout. Results showed the intervention group achieved 34.7 % higher metacognitive awareness (Cohen's d = 1.23, p < 0.001), demonstrating students became substantially better at reflecting on and directing their learning processes. Self-monitoring behaviors improved by 41.2 % (d = 1.38, p < 0.001), meaning students tracked their progress and adjusted strategies more effectively. Goal-setting effectiveness rose 28.9 % (d = 0.97, p < 0.001), indicating clearer learning objectives and better planning. Learning analytics revealed intervention students visited the platform 2.3 times more frequently and accessed 2.3-fold more diverse resources than controls. Multiple regression showed that AI-mediated metacognitive support predicted nearly half the variance in academic achievement (R² = 0.473, F(4,379) = 85.42, p < 0.001). However, cluster analysis identified concerning dependency patterns in 23.6 % of intervention participants who over-relied on AI guidance despite receiving the same intervention as more autonomous peers. These findings demonstrate intelligent agents can powerfully enhance self-regulatory capacities while highlighting the need for designs that prevent maladaptive dependency and maintain student agency.
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Influence of Different Motivation Types on the Effectiveness of Teaching English to Students in a Distance Learning Format
European Journal of Contemporary Education. 2026. 15(1): 154-163.
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14. Demei Yang, Shilong TaoEuropean Journal of Contemporary Education. 2026. 15(1): 154-163.
Abstract:
Effective learning within modern programs focuses on ensuring that students possess motivation to achieve success. The aim of this study is to examine the influence of intrinsic and extrinsic motivation among philology students on the effectiveness of learning English in a remote format. Materials and Methods. The study involved 100 philology students divided into two groups based on their predominant type of motivation. Both qualitative (semi-structured interviews with teachers) and quantitative methods (student surveys, tests) were used. Quantitative data were analyzed using correlation analysis. Results. The study revealed that intrinsic motivation significantly enhances academic performance, classroom activity, and depth of understanding compared to extrinsic motivation, as evidenced by various non-parametric statistical tests (p < 0.001). Intrinsically motivated students also demonstrated greater adaptability, initiative, and satisfaction in learning; their motivation levels increased by mid-semester and remained stable, unlike the decline observed among extrinsically motivated students. Correlation analysis further confirmed strong positive relationships between intrinsic motivation and key learning outcomes, emphasizing its critical role in effective remote English language education. Conclusion. The findings of the study suggest the need to incorporate methods in educational programs that gradually transform extrinsic motivation into intrinsic motivation.
Effective learning within modern programs focuses on ensuring that students possess motivation to achieve success. The aim of this study is to examine the influence of intrinsic and extrinsic motivation among philology students on the effectiveness of learning English in a remote format. Materials and Methods. The study involved 100 philology students divided into two groups based on their predominant type of motivation. Both qualitative (semi-structured interviews with teachers) and quantitative methods (student surveys, tests) were used. Quantitative data were analyzed using correlation analysis. Results. The study revealed that intrinsic motivation significantly enhances academic performance, classroom activity, and depth of understanding compared to extrinsic motivation, as evidenced by various non-parametric statistical tests (p < 0.001). Intrinsically motivated students also demonstrated greater adaptability, initiative, and satisfaction in learning; their motivation levels increased by mid-semester and remained stable, unlike the decline observed among extrinsically motivated students. Correlation analysis further confirmed strong positive relationships between intrinsic motivation and key learning outcomes, emphasizing its critical role in effective remote English language education. Conclusion. The findings of the study suggest the need to incorporate methods in educational programs that gradually transform extrinsic motivation into intrinsic motivation.
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Who Compensates? Examining the Social Support Hierarchy in English Learning for Yi Minority Students in China
European Journal of Contemporary Education. 2026. 15(1): 164-179.
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15. European Journal of Contemporary Education. 2026. 15(1): 164-179.
Abstract:
In China’s multi-ethnic regions, English education remains a significant challenge. For ethnic minority students like the Yi, social support networks are critical for academic achievement and buffering learning stress. While qualitative studies suggest a “compensatory support hierarchy” exists due to limited family-based cultural and linguistic capital, this model has not been quantitatively examined. This study aims to fill this empirical gap. Adopting a quantitative, single-case study design, this study surveyed junior high school students (N = 40) in Mabian Yi Autonomous County. Data were analyzed using descriptive statistics, paired-samples t-tests (with Cohen’s d), and multiple linear regression. The findings reveal: (1) A significant support hierarchy exists, with Teacher Support (M = 4.38) rated significantly higher than Peer and Parent Support. (2) Multiple regression confirmed that Teacher Support was the only significant unique predictor for both higher English achievement (β = .384) and lower learning stress (β = -.403), while both Peer and Parent Support showed no significant predictive power. (3) Students with higher English achievement (p = .016) and lower stress levels (p = .030) perceived significantly more teacher support, suggesting a “Matthew Effect” driven by accumulative capital dynamics. This study concludes that in a context of limited family cultural and linguistic capital, the teacher acts as the primary institutional conduit for compensatory support serving as a key driver of, and buffer for, students’ English learning.
In China’s multi-ethnic regions, English education remains a significant challenge. For ethnic minority students like the Yi, social support networks are critical for academic achievement and buffering learning stress. While qualitative studies suggest a “compensatory support hierarchy” exists due to limited family-based cultural and linguistic capital, this model has not been quantitatively examined. This study aims to fill this empirical gap. Adopting a quantitative, single-case study design, this study surveyed junior high school students (N = 40) in Mabian Yi Autonomous County. Data were analyzed using descriptive statistics, paired-samples t-tests (with Cohen’s d), and multiple linear regression. The findings reveal: (1) A significant support hierarchy exists, with Teacher Support (M = 4.38) rated significantly higher than Peer and Parent Support. (2) Multiple regression confirmed that Teacher Support was the only significant unique predictor for both higher English achievement (β = .384) and lower learning stress (β = -.403), while both Peer and Parent Support showed no significant predictive power. (3) Students with higher English achievement (p = .016) and lower stress levels (p = .030) perceived significantly more teacher support, suggesting a “Matthew Effect” driven by accumulative capital dynamics. This study concludes that in a context of limited family cultural and linguistic capital, the teacher acts as the primary institutional conduit for compensatory support serving as a key driver of, and buffer for, students’ English learning.
Number of views: 4 Download in PDF