Bernadett Koles

Teacher-child relationships in prekindergarten: The influences of child and teacher characteristics

The purpose of the current study was to investigate child and teacher characteristics associated with closeness and conflict in prekindergarten teacher–child relationships. Child gender and temperament were significantly associated with closeness and conflict. Specifically, higher levels of shyness correlated with closer relationships for boys than for girls. Additionally, higher levels of child anger were associated with more conflicted relationships for boys and less conflicted relationships for girls. An association was also found between frequency of teacher–child interactions and relationship conflict. Children who had more interactions with teachers had more conflicted relationships. Implications for teacher education and professional development are discussed.

The digital transformation of human identity: Towards a conceptual model of virtual identity in virtual worlds

The current article explores patterns of identity development in virtual worlds, with the aim of introducing a conceptual model of virtual identity. Despite the rapid spread of virtual environments, no model has been developed to date that fully captures this complex entity. Rather than taking a purely social approach, as has been the dominant trend in most prior work, the structural elements used in this current framework incorporate several dimensions and approaches identity as a conglomerate of personal, social, relational and material aspects. Building on an extensive body of the available literature, with the current conceptual model, we intend to provide a comprehensive base on which to further expand theoretically as well as empirically in future work-related concerning identity in virtual worlds.

Associations between child and teacher characteristics and quality of teacher–child relationships: the case of Hungary

The purpose of the current study was to investigate variations in teacher–child relationships in childcare classrooms in Budapest, Hungary (N = 172 children in 43 classrooms), and to examine whether variations were associated with child and/or teacher characteristics. In addition, cultural variation was examined with reference to an American comparison group (N = 36 children in nine classrooms). Teacher–child relationships were found to vary in the in levels of closeness, conflict and over-dependence. There was more variation within as opposed to between classrooms, indicating that child attributes play an important role in teacher–child relationships. Girls had better relationships with their teachers than boys, characterised by higher levels of closeness and lower levels of conflict. Higher levels of shyness were associated with more conflicted teacher–child relationships for boys, and less conflicted ones for girls. Teachers with higher levels of neuroticism and depression tended to report more conflicted relationships with children. Hungarian teachers reported more closeness in their relationships with younger children, whereas American teachers reported higher levels of relationship closeness with older children. Hungarian teachers reported higher levels of over-dependence of the children in their classrooms than did American teachers. Educational implications as well as limitations and recommendations for future research are discussed.

Virtual worlds as digital workplaces: conceptualizing the affordances of virtual worlds to expand the social and professional spheres in organizations

The primary aim of the current paper is to explore ways in which organizations can benefit from virtual environments to expand their social and professional spheres. Applying the theory of third places to virtual worlds, our conceptual model incorporates practical organizational affordances within three composite dimensions. First, we propose that through their unique, supportive and neutral environments, virtual worlds may reduce the prevalence of social hierarchies, via decreasing the emphasis on predetermined ranks, stereotypes, and cultural or geographic variation. Second, we posit that via encouraging open communication within the form of synchronous and real-time interactions, virtual worlds enable efficient teamwork and collaborative learning. Finally, we emphasize that these friendly, secure, and supportive environments may contribute to the reduction of certain work-related stressors, and in turn promote professional development activities. We conclude by discussing practical implications and future research directions.

Individual and professional development in the digital age: Towards a conceptual model of virtual worlds for organizations

Purpose - – The current paper aims to embrace an interdisciplinary approach to illustrate some of the ways in which virtual worlds expanded upon the individual, social and professional options of employees in organizational settings. Design/methodology/approach - – Through an extensive literature review, the paper compiles the latest and most fundamental research capturing relevant concepts from the fields of psychology, pedagogy, management and human-computer interaction. Findings - – The current conceptual model incorporates individual- and group-level outcomes associated with virtual world participation, along three primary dimensions, namely self-reference, role experimentation and social capital, accounting for potential variation based on the extent of organizational engagement. Practical implications - – The three proposed dimensions elaborated in the current model, including reflexivity/transference, role playing/role identification, and group collaboration/virtual teams, enable organizations to understand the likely outcomes of their virtual presence from the perspective of their structural and social attributes. Originality/value - – The proposed conceptual model offers a theoretical base for academics and practitioners to expand upon and develop concrete practical examples and cases.

Organizational climate in Hungary, Portugal, and India: a cultural perspective

Organizational climate has been linked to a variety of positive outcomes, including increased organizational success, lower employee turnover, higher job satisfaction, and enhanced employee and overall firm performance. The purpose of this paper is to explore similarities and differences in organizational climate across an emerging, a post-transitional, and a developed economy, more specifically focusing on India, Hungary, and Portugal. A comprehensive multi-dimensional measure of organizational climate is used, incorporating 17 scales across four quadrants: human relations, internal process, open systems, and rational goal. The impact of certain key factors associated with the identified differences is explored across three levels: on the individual or within firm level, the group or between firm level, and, finally, on the global societal level, with relevant references made to the GLOBE project’s comprehensive cultural assessment. A total of 848 individuals participated in the study, representing 24 organizations. Despite the relative consistency in terms of the GLOBE study values corresponding to the three countries in the study, our results indicate variable trends and differential patterns, with India showing the most positive climate overall, and Portugal faring the worst. Our findings confirm the complexity associated with the concept of organizational climate, likely to be influenced by a variety of factors associated with the internal as well as the external environment. Implications for scholars as well as practitioners are discussed, with particular emphasis on those organizations entering novel cultures.

Changes and Trends in Cross-Cultural Management Education: An Integrative Approach

Globalization impacts all firms and institutions operating in a marketplace, where interactions across cultures and continents are increasingly commonplace. Businesses and organizations expect their current and future employees to be able to interact with members of other cultures, and function well when partaking in multicultural team projects. These trends present challenges for universities: in response to which many institutions initiated attempts to internationalize their curricula. In this chapter, we examine some of the particularities and specific challenges inherent throughout this internationalization process, identify relevant models to assist in the operational steps to be taken by institutions, and propose some practices and specific elements that have direct relevance and impact for academic as well as professional audiences. Our conclusions illustrate that institutions should plan their internationalization process carefully, taking into account available staff, resource, and faculty expertise. Furthermore, we provide examples and recommend practices for educators as well as practitioners concerning ways in which they may successfully approach and communicate cross-cultural management concepts to their audience. We emphasize the value of integrative approaches, incorporating the cross-cultural element into the curricula, and discuss the possibilities of using certain methods, such as various themes and business simulations, in order to enhance students’ international awareness and competence.

Review of genetic research and testing in sport

There is compelling evidence for a genetic contribution to physical performance. In addition, there is an advanced scientific knowledge on the predisposition to sports-related diseases and injuries. Genetic testing of performance related polymorphisms can serve as a new opportunity for developing the process of talent selection. Sport-related genetic information may also allow for individualization of the training and improve performance. Genetic testing may also play an important role in the pre-participation screening for injuries and disease risks.