Masaryk University Journals / Časopisy Masarykovy univerzity
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Evaluating strengths, limitations, and future directions of ChatGPT in psychological analysis within case conceptualization: A qualitative analysis
No full textThis exploratory qualitative study investigates ChatGPT-4’s capacity to apply the LIBETcase formulation model by analyzing its feedback on anonymized interview transcripts. The study aimed to assess whether ChatGPT-4’s outputs reflectedaccurate identification and interpretation of two key psychological constructs—lifethemes and semi-adaptive plans—while adhering to theoretical principles, and toexplore recurring errors and limitations in its clinical reasoning. Ten non-clinicalparticipants underwent semi-structured interviews, and a custom-configured versionof ChatGPT-4 was provided with structured instructions and theoretical material.Reflexive thematic analysis revealed four overarching themes: (1) limitations inabstraction and interpretative barriers, (2) consistent structure and contentorganization, (3) hypothesis-driven reasoning with cautious language, and (4) partialadherence to LIBET theory through appropriate terminology. While ChatGPT’sstructured reasoning and alignment with theoretical vocabulary suggest its potentialas a reflective support tool—particularly in training or supervision—it also showeddifficulties in distinguishing emotional vulnerabilities from coping strategies, and ininterpreting abstract, relational constructs such as life themes. Findings support theimportance of improving prompt design, expanding training on psychologicalconstructs, and developing rigorous validation pipelines. Future research shouldaddress these limitations before deploying LLMs as assistive tools in clinical reasoningand decision-making
Habitual checking, delayed tasks: Why parental mediation fails to moderate adolescent mobile habits and procrastination
No full textSmartphones are integral to adolescents’ lives, yet excessive use raises concerns about psychological impacts like procrastination. Although frameworks such as addiction, internet use disorder, and problematic internet use offer valuable insights into mechanisms and outcomes, they are less applicable to analyzing specific digital behaviors that do not reach pathological levels but still result in negative consequences. To address this gap, this study adopts a habit-centered perspective to investigate the interplay between mobile checking habits, procrastination, and parental mediation among rural Chinese adolescents. Through a purposive survey of 810 participants, we examine how social digital pressure and deficient self-regulation contribute to the formation of mobile checking habits, and whether different parental mediation strategies moderate the link between such habits and procrastination. Results indicate that social digital pressure and deficient self-regulation are positively associated with the formation of mobile checking habits and reveal a positive correlation between frequent mobile checking and procrastination. Neither restrictive nor active mediation altered the positive association between mobile checking habits and procrastination. Moreover, restrictive mediation—implemented through strict rules—further intensified the positive link between phone checking and procrastination. These findings challenge one-size-fits-all approaches to digital parenting and highlight the unintended consequences of overly rigid controls. This study contributes to debates on technology habits by reframing the role of parental mediation and advocating for context-sensitive approaches to digital well-being
Assessment of Physical Coordination and Speed Development in Girls during Puberty
Full text linkSpeed and balance are interconnected and crucial in a child's daily activities. While both develop over time, balance improves steadily with age, whereas speed increases at a slower rate. This study assessed the static balance and sprint ability of school-going girls to examine age-related changes in these attributes. Hundred girls (N=100) aged 8–12 from rural Jashore, Bangladesh, participated, with 20 girls (n=20) in each age group. Static balance was evaluated by having participants place their hands on their hips and their non-supporting foot against the inner knee, with timing starting at heel lift and stopping upon form break. Sprint speed was assessed at 10m and 50m distances. Descriptive statistics, one-way ANOVA, LSD post hoc tests, and correlation analysis were conducted, with significance set at p <0.05. One-way ANOVA revealed significant age-related differences in static balance and 10m sprint times, F(4, 95) = 3.069, p = 0.009, and F(4, 95) = 6.833, p = 0.001, respectively, but not for the 50m sprint. LSD post hoc tests indicated that younger children (8–9 years) performed worse than older ones (10–12 years) in static balance and 10m sprint, while no significant differences were found among older groups. Static balance showed a negative correlation with 10m sprint (p < 0.01), whereas the 10m sprint had a weak positive correlation with the 50m sprint (p < 0.01). These findings suggest that while age significantly impacts balance and short-distance speed, it does not influence longer sprint performance
Challenges Faced by International Students and Practical Strategies to Overcome them
No full textStudying abroad through the Erasmus+ programme presents international students with unique challenges, ranging from cultural adaptation and language barriers to academic expectations and social integration. This article explores common difficulties faced by Erasmus+ students at two universities – one in Poland and the other in the Czech Republic. Data was gathered from surveys conducted among students. The article also provides practical strategies on how to navigate these obstacles effectively.Studying abroad through the Erasmus+ programme presents international students with unique challenges, ranging from cultural adaptation and language barriers to academic expectations and social integration. This article explores common difficulties faced by Erasmus+ students at two universities – one in Poland and the other in the Czech Republic. Data was gathered from surveys conducted among students. The article also provides practical strategies on how to navigate these obstacles effectively
The 1st M(U)INI eSports Conference: Project Evaluation, Implementation, and Future Improvements
No full textThis conference report presents the outcomes of the 1st M(U)INI eSports Conference (MeSC), held on 28 November 2025 at Masaryk University, Brno, Czech Republic. The event aimed to establish an interdisciplinary platform connecting faculties of Sports Studies, Informatics, Law, Economics, Social Studies, and Arts to address the fragmented nature of esports research. The morning academic programme featured six student presentations in English and Czech, while the afternoon session at the Czech National Championship in Computer Games enabled direct engagement with professional players and coaches from the partner team SINNERS. Key findings confirm that serious esports scholarship requires integration across legal, economic, psychological, and physiological perspectives. The conference demonstrated that university–industry collaboration, particularly with professional teams serving as “lead users,” provides unique research opportunities unavailable in laboratory settings. Tangible outcomes include consensus on establishing an institutional esports platform at Masaryk University and the publication of this collection of student abstracts. Areas for improvement identified include earlier submission deadlines, broader faculty involvement, hybrid delivery formats, and sustainable financing models. The report concludes that Masaryk University has significant potential to become a key node in Central and Eastern European esports research, bridging academic inquiry with professional practice
Výuka dějin a kultury starověkého Řecka a Říma z perspektivy pedagogů – vybrané výsledky
Full text linkThis study delves into the perspectives of elementary and high school teachers on teaching of ancient Greece and Rome. It explores teachers‘ views on the benefits of teaching about this topic, drawing from the data collected, not only in the Czech Republic but also from various countries to allow for a small-scale cross-comparison. Furthermore, the paper examines teachers‘ perspectives on the importance of teaching different historical time periods, their personal connections to ancient Greece and Rome, and the challenges they face. Additionally, the paper discusses the contextualization of classical antiquity in the present-day and its significance in specific countries, together with the potential for collaboration between teachers and museum educators. The insights presented in this paper can serve museum educators in developing educational programs and materials, as well as an inspiration for history teachers and an overview of their peers‘ experiences
