Martin-Luther-Universität Halle/Wittenberg, Institut für Pädagogik

Cooperations

(1)		Prof. Dr. Jozef Dzuka
(2)		Dr. Hedvig Katona-Sallay (1958-2007)

Prof. Dr. Dzuka (University of Presov, Slovakia) is in cooperation with the Department of Educational Psychology. His visits are supported by the Alexander von Humboldt-Stiftung. His research is focused on theoretical modeling and empirical testing of subjective well-being. An Austrian-Slovakian comparison study is successfully terminated, a German-Slovakian comparison study is in progress.

  

Selected publications since 1995:

Dalbert, C., & Dzuka, J. (2004). Belief in a just world, personality, and well-being of adolescents. In C. Dalbert & H. Sallay (Eds.), The justice motive in adolescents and young adulthood: Origins and consequences (pp. 101-116). London: Routledge.

Dzuka, J. (2003). Motivácia a emócie cloveka [Human motivation and emotion]. Presov: PULIB. Online. Available HTTP: www.pulib.sk/~EL.Dokumenty

Dzuka, J. (2003). Základy pedagogickej psychológie [Foundations of Educational Psychology]. Presov: UK. Online. Available HTTP: www.pulib.sk/~EL.Dokumenty

Dzuka, J. (2002). Michiganský výcvikový program pre l'udí, ktorí stratili prácu. [Michigan Training Program for people who lost their jobs]. Psychológia a patopsychológia diet'at'a, 37, 51-64.

Dzuka, J., & Dalbert, C. (2002). Mental health and personality of Slovak unemployed adolescents: About the beliefs in a just world's impact. Journal of Applied Social Psychology, 32, 732-757.

Dzuka, J., & Dalbert, C. (2002). Vývoj a overenie validity Škál emocionálnej habituálnej subjektívnej pohody (SEHP) [Elaboration and verification of emotional habitual subjective well-being scales (SEHP)]. Ceskoslovenska psychologie, 46, 234-250.

Dzuka, J. (2001). Time sampling of unemployment experiences by Slovak youth. In H. Brandstätter & A. Eliasz (Eds.), Person, situations, and emotions: An ecological approach (pp. 147-162). New York: Oxford University Press.

Dzuka, J., & Dalbert, C. (2000). Well-being as a psychological indicator of health in old age: A research agenda. Studia Psychologica, 42, 61-70.

Dzuka, J. (1999). Konstruktova validita dotaznika struktury vseobecnych zaujmov (DSVZ) [Construct validity of the structure of general interests questionnaire]. Ceskoslovenska psychologie, 43, 143-154.

Dzuka, J. (1998). FAIL -- ein Verfahren zur Erfassung adäquater respektive inadäquater Motivation zur Lerntätigkeit [FAIL -- a method for the assessment of adequate and inadequate motivation for learning]. In E. Witruk (Ed.), Differentielle Lernpsychologie -- Grundlagen und Anwendungsfelder [Differential learning psychology -- Foundations and applied settings] (pp. 171-176). Leipzig, Germany: Leipziger Universitäts-Verlag.

Dzuka, J., & Dalbert, C. (1997). Model aktualnej a habitualnej subjektivnej pohody. [Model of actual and habitual well-being]. Ceskoslovenska psychologie, 5, 385-398.

Dzuka, J., & Dalbert, C. (1996). Subjektives Wohlbefinden niederösterreichischer und ostslowakischer Jugendlicher im Vergleich [A comparison of Austrian and Slovakian youth’s subjective well-being]. Psychologie in Erziehung und Unterricht, 43, 281-290.

Dzuka, J., & Warosek, R. (1996). Subjektivna pohoda u homosexualne orientovanych muzov [Subjective well-being of homosexually oriented men]. Ceska a Slovenska psychiatrie, 92, 90-98.

Dzuka, J. (1995). Faktorova analyza modifikovanej verzie Bernskeho dotaznika subjektivnej pohody (BDP). [Factor analysis of the modified version of the Bern Questionnaire on Subjective Well-being (BQS)]. Ceskoslovenska psychologie, 6, 512-522.

Dzuka, J. (1995). Sebaaktualizacia a subjektivna pohoda slovenskej a nemeckej mladeze. [Self-actualization and subjective well-being in Slovakian and German adolescents]. Ceskoslovenska psychologie, 1, 28-39.

Dr. Katona-Sallay was Assistant Professor at the University of Debrecen, Institute of Psychology, Department for Work and Social Psychology. Her main interest focused on self and identity in adolescence as well as socialization characteristics (e.g., parenting) and their relations with different world beliefs throughout the life span. She was a constant supporter of just world research in Europe.

  

Selected publications since 1995:

Jambori, S. & Sallay, H. (in press). Parenting styles, aims, attitudes and future orientation of adolescents and young adults. Review of Psychology.

Jambori, S., & Sallay, H. (in press). The perception of parenting styles: Age differences. Studia Iagellonica Humani Cultus Progressus.

Dalbert, C. & Sallay, H. (Eds.). (2004). The justice motive in adolescents and young adulthood: Origins and consequences. London: Routledge.

Sallay, H. (2004). Entering the job market: Belief in a just world, fairness and well-being of graduating students. In Dalbert, C. & H. Sallay, The justice motive in adolescence and young adulthood: Origins and consequences (pp. 215-231). London: Routledge.

Sallay, H. & Dalbert, C. (2004). The development of the belief in a just world: The impact of being raised in a one-parent or an intact family. In C. Dalbert & H. Sallay, The justice motive in adolescence and young adulthood: Origins and consequences (pp. 26-43). London: Routledge.

Sallay, H., & Krotos, H. (2004). Az igazságos világba vetett hit fejlõdése: japán-magyar kultúraközi összehasonlítás [The development of just world beliefs: a Japanese-Hungarian cross-cultural study]. Pszichológia.

Jambori, S. & Sallay, H. (2003). Parenting styles, aims, attitudes and future orientation of adolescents and young adults. Review of Psychology, 10(2), 131-140.

Sallay, H., & Dalbert, C. (2001/2002). Women's perception of parenting: A German-Hungarian comparison. Applied Psychology in Hungary, 3-4, 55-65.

Sallay, H. (2001). A self: kérdések, problémák és kihivások [The concept of the self: questions, problems, and challenges]. Alkalmazott Pszichológia, III (1), 15-29.

Sallay, H. (2001). Van vagy vannak elllensegeink? - Kepzelt es valos ellensegekrol kialakitott kepeink, sztereotipiaink alakulasa [Do we have enemies? - The formation of concepts and stereotypes about real and imagined enemies]. In Gy. Hunyady & Nguyen Luu Lan Anh (Eds.), Sztereotipiakutatas: Hagyomanyok es iranyok [Stereotype research: Traditions and directions], (pp. 468-475.). Budapest, Hungary: Eotvos Kiado.

Sallay, H. (2001). Talented adolescents: Impacts of perceived parenting styles on academic achievement. A pilot study. In L. Balogh & L. Tóth (Eds.), Gifted development at schools: Research and practice (pp. 181-191). Debrecen: Comenius.

Sallay, H. (2001). The role of the family in shaping self-concept and cognitive styles in Hungary [On-line]. Available: http://e-lib.rss.cz/diglib/pdf/94.pdf

Sallay, H., Münnich, A., & Oppenheimer, L. (2001). Self-construal in a changing society. Studia Iagellonica Humani Cultus progressus, 35-53.

Dalbert, C., Lipkus, I. M., Sallay, H., & Goch, I. (2001). A just and an unjust world: Structure and validity of different world beliefs. Personality and Individual Differences, 30, 561- 577.

Sallay, H., & Münnich, Á. (1999). Családi nevelési attitudök percepciója és self-fejlödéssel való összefüggései [Perceptions of parenting styles and their relation to self- development]. Magyar Pedagógiai Szemle, 99, 157-174.

Sallay, H. (1999). Kognitív stílus és szocializáció: O. J. Harvey elméletének és módszerének hazai adaptálása [Cognitive styles and socialization: Adaptation of O. J. Harvey's theory and method]. Magyar Pszichológiai Szemle, LIV, 2, 117-134.

Sallay, H. (1997). Tanári elvárások, visszajelentések és a tanulók ezekre adott reakciói: érvényesül-e, s miként fejti ki hatását a Pygmalion effektus? [Teachers' expectations, feedback and the reactions of pupils to them: How does the Pygmalion effect succeed?]. In: Az iskola szociálpszichológiai jelenségvilága. Szerk. Mészáros Aranka. Eötvös Kiadó, Budapest, 102-112.

Dalbert, C., & Sallay, H. (1996). The "belief in a just world" construct in Hungary. Journal of Cross-Cultural Psychology, 27, 293-314.

Sallay, H. (1995). Tanári szerepek percepciója: egy általános iskolai felmérés tanulságai [Perception of teachers' roles: Drawing a lesson from a study in an elementary school]. Magyar Pedagógia, 3-4, 201-227.

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