Hana Vonkova's homepage

prof. RNDr. PhDr. Hana Voňková, Ph.D. et Ph.D.

About me Students

Contact

ORCID: 0000-0002-3618-509X

Scopus ID: 42262790700

Researcher ID (WoS): F-6421-2017

Main research interest

Methodology and statistics in the areas of education and health, comparative education, foreign language education

Education and Academic Qualification

2023: prof. in Educational Sciences (a professor degree), Faculty of Education, Charles University, Prague, Czech Republic
2018: doc. in Educational Sciences (an associate professor degree), Faculty of Education, Charles University, Prague, Czech Republic
2012: RNDr. in Mathematics (second postgraduate non-doctoral degree), Faculty of Mathematics and Physics, Charles University
2011: Ph.D. in Econometrics (second Ph.D.), Department of Econometrics and Operation Research, Tilburg University, Netherlands
2008: Ph.D. in Educational Sciences (first Ph.D.), Faculty of Education, Charles University
2006: PhDr. in Educational Sciences (first postgraduate non-doctoral degree), Faculty of Education, Charles University
2005: Mgr. in Educational Science and Teaching Mathematics (second master degree), Faculty of Education, Charles University
2003: Mgr. in Mathematics and Mathematical Statistics (first master degree), Faculty of Mathematics and Physics, Charles University

Main Employment

2010-present: Full professor (2023-present), Associate professor (2018–2023), Assistant professor (2010–2018)
Department of Education, Faculty of Education, Charles University
2010-2018: Researcher
Institute for Research and Development of Education, Faculty of Education, Charles University
2011-2015: Researcher
Department of Addictology, First Faculty of Medicine, Charles University and General Faculty Hospital in Prague
2006-2007
: Researcher assistant
Tilburg University, The Netherlands
2004-2007: Research Assistant
Department of Education, Faculty of Education, Charles University

Research Positions at Universities Abroad

2015-present: Affiliated researcher
Department of Education Reform, University of Arkansas, USA
Activity: the measurement and development of non-cognitive skills among children
2013 – present: Fellow researcher
Center for Economic and Social Research, University of Southern California, Los Angeles, USA
Activity: 1 month stage each year (except Covid-period in 2020), analyzing subjective well- being measurements, designing vignettes for "experienced well-being" measurements
2010 – 2013: Visiting researcher
research institution RAND Corporation, Santa Monica, USA
Activity: 2 month stage each year, validating the anchoring vignette method, cooperation on project Measurement of International Differences in Well-Being
2006 – 2007: Research Assistant
Tilburg University, The Netherlands
Activity: programming the parameters estimation in censored regression model with fixed effects for R software

(International) Research Projects (selected)

2024 - 2026: Principal Investigator: The Development of English Language Learning Motivation Among Czech Students in Different Types of Schools at Upper Secondary Level (24-10968S), The Czech Science Foundation
2021 – 2023: Principal Investigator: Heterogeneity in reporting behavior on surveys among different countries, schools and groups of students (21-09064S), The Czech Science Foundation
2020 – 2022: Principal Investigator: Analyzing the Determinants of Self-Reported English Language Knowledge and Motivation for English Language Learning in Czech Lower Secondary Students (20-05484S), The Czech Science Foundation
2017 – 2019: Principal investigator: Factors Influencing the ICT Skill Self-Assessments of Upper-Secondary School Students (17-02993S), The Czech Science Foundation
2012 – 2018: Team member: The Relationships Between Skills, Schooling and Labor Market Outcomes: A Longitudinal Study (P402/12/G130), The Czech Science Foundation
1997 – 2018: Team member: Health and Economic Status In Older Populations (P01AG008291), National Institutes of Health, USA
2011 – 2016: Team member: Measurement of International Differences in Well-Being (1R01AG040716- 01), National Institutes of Health, USA
2013 – 2015: Team member: Randomized Prevention Trial of the Universal Drug Prevention Intervention Unplugged with Booster Sessions Targeted on Alcohol, Tobacco, and Marijuana (GAČR 13-23290S), The Czech Science Foundation
2011 – 2016: Team member: Pensions, Savings, and Retirement Decisions, Netspar Theme Grant, The Netherlands

Activities in Research Associations and Boards

2023 - present: Member of the Commission for the Evaluation of Research Organizations and R&D&I Purpose-tied Aid Programmes, a representative for social sciences; the Commission is an advisory body to the Research, Development and Innovation Council (R&D&I Council – a professional and consultancy body of the Government of the Czech Republic in the field of research, experimental development and innovation)
2021 – 2023: Member of Executive Board of the Czech Educational Research Association
2020 – present: Member of the PhD. Study Board for English Language and Literature, Faculty of Education, Charles University, Prague
2019 – present: Member of the National Evaluation Panel P407 Psychology, Education of the Czech Science Foundation (the only institution in the Czech Republic that provides public funding exclusively for basic research projects)
since 2021: Chairman of the National Evaluation Panel P407 Psychology, Education
2019 – present: Member of the PhD. Study Board for Mathematics and Didactics of Mathematics, Faculty of Education, Charles University, Prague
2018 – 2020: Member of the Commission for Ethics in Research, Faculty of Education, Charles University, Prague
2016 – present: Member of Editorial Board, Journal of the Czech Pedagogical Society
2015 – present: Member of The Character Assessment Initiative (Charassein) research group, University of Arkansas, USA
2015 – present: Founder of The Anchoring Center for Educational Measurement (AnCER), Faculty of Education, Charles University, Prague (research center focusing on educational research methodology and comparative education)
since 2020: Director of the Center, Officially established by the Dean of the Faculty of Education
2012 – present: Member of the Czech Educational Research Association

Invited Key Speaker at International Scientific Meetings

2020: University: Department of Education Reform, The University of Arkansas, USA Presentation: Identifying Culturally Preferred Response Patterns Using the Anchoring Vignette Method and the Overclaiming Technique
2019: University: Department of Educational Sciences, The Middle East Technical University, Ankara, Turkey
2017: Conference: Conference of Association for Educational Assessment – Europe: Assessment cultures in a globalized world
Presentation: Do we compare comparable? A potential solution with the anchoring vignette method
2015: University: Department of Education Reform, The University of Arkansas, USA Presentation: Anchoring vignette method and (possibilities of) its use in educational research
2015: University: Tinbergen Institute, Erasmus University Rotterdam, Netherlands Presentation: Testing the assumptions of the anchoring vignette method
2013: University: Center for Economic and Social Research, University of Southern California, USA
Presentation: Anchoring vignettes and response consistency

Reviewer for Impact Factor Journals

Journal of the Royal Statistical Society– Series A, Health and Quality of Life Outcomes, Journal of the American Statistical Association, Journals of Gerontology Series B, Psychological Methods, Journal of Computer Assisted Learning, Computer Assisted Language Learning, Child Indicators Research, Sociological Methods & Research, Journal of Cross-Cultural Psychology, Educational Measurement- Issues and Practice, Studies in Educational Evaluation, TESOL Quarterly

International Conferences (selected)

2023: Bulgarian Comparative Education Society (BCES) Conference (XXI BCES Conference), Recovering Education: Using the Experiences and Learning Acquired to Build New and Better Education Systems, Sofia, Bulgaria, 27 - 30 June 2023
2023: the 6th International Conference on Education Research and Policy (ICERP 2023), Beijing, China, 9-12 June two contributions: Comparing How Different Methodological Approaches for Response Style Identification Enhance the Comparability and Validity of Student-Reported Data, Examining Cross- Country Differences in Student Reporting Behavior: The Use of the Anchoring Vignette Method on a Sample of PISA 2015 Participating Countries
2022: International Academic Conference on Global Education, Teaching and Learning (IAC-GETL), Vienna, Austria two contributions: Questionnaire item response times and claiming impossible knowledge: An analysis using the overclaiming technique and Exploring student-reported socioeconomic status and English as a foreign language family activities
2022: European Conference on Educational Research (ECER) Conference, Jerevan, Armenia three contributions: Exploring How Czech Learners Report Their English as a Foreign Language Knowledge Using the Overclaiming Technique, Research on Foreign Language Teaching and Learning in the Czech Republic from 2016 to 2021, and Gender Differences in Rapid Guessing Behavior on an English as a Foreign Language Achievement Test
2022: Bulgarian Comparative Education Society (BCES) Conference, Sofia, Bulgaria, on-line three contributions: The Policy of Inclusion: A Comparative Analysis of Refugee Education Policies in Germany and Turkey, Examining the Relationship between Exposure to English in Non-Language Classes and Motivation to Use English during Free Time Activities, and Componential Model of Creativity: A Comparative Perspective
2022: Comparative and International Education Society (CIES) Conference: Illuminating Power of Idealism, Minneapolis, USA contribution: Examining the differences in reporting behavior among East Asian students with different language and immigrant background using international large-scale assessment data
2021: Comparative and International Education Society (CIES) Conference: Social Responsibility within changing contexts, Seattle, USA, on-line
contribution: Investigating the differences in student reporting behavior across different world
regions: A synthesis of different reporting behavior measures
2021: Bulgarian Comparative Education Society (BCES) Conference, Sofia, Bulgaria, on-line
three contributions: English as a Foreign Language and Motivation for Learning: A Comparative Perspective, Motivation of students for English as a Medium of Instruction (EMI) and Content and Language Integrated Learning (CLIL): Current Research Foci in Different Countries, Examining the differences in student self-assessment of their skills in English as a foreign language: A pilot study Comparing Male and Female Lower Secondary Students
2020: Comparative and International Education Society (CIES) Conference: Education Beyond the Human, Miami, USA, on-line
contribution: Gender differences in reporting behavior across different cultures: An analysis of PISA 2015 anchoring vignette data on motivation for learning
2019: European Conference on Educational Research (ECER) Conference, Hamburg, Germany contribution: Enhancing the comparability of self-reported ICT knowledge among different groups of students using the overclaiming technique
2019: Bulgarian Comparative Education Society (BCES) Conference, Pomorie, Bulgaria
contribution: Examining the assessment of anchoring vignettes in different ICT competence
domains: The results of a pilot study among upper-secondary students
2019: Comparative and International Education Society (CIES) Conference: “Education for Sustainability”, San Francisco, USA
contribution: Analyzing heterogeneity in students’ reporting behavior across cultures
2018: Frontiers in Educational Measurement Conference (FREMO), Oslo, Norway
contribution: Enhancing the comparability of self-reported knowledge using the overclaiming technique
2018: European Conference on Educational Research (ECER) 2018 – Inclusion and Exclusion, Resources for Educational Research?, Bolzano, Italy
contribution: Enhancing the Cross-Cultural Comparability of Self-Reports Using the Overclaiming Technique: An Analysis of Accuracy and Exaggeration in 64 Cultures
2017: Conference of Association for Educational Assessment – Europe: Assessment cultures in a globalised world, Prague, The Czech Republic
contribution: Do we compare comparable? A potential solution with the anchoring vignette method
2016: European Conference on Educational Research (ECER) 2016 – Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin
contribution: The influence of the selected school characteristics on teacher's classroom management in European countries: student's assessments and anchoring vignettes
2015: European Conference on Educational Research (ECER) 2015 – Education and Transition:
Contributions from Educational Research, Budapest
contribution: International comparisons of student perceptions on teacher’s classroom management: improving comparability with the anchoring vignettes method
2015: School Tracking: Diverse Mechanisms, Effects and Policy Responses, Prague, The Czech Republic
contribution: The (in) comparability of ICT knowledge and skill self-assessments among upper secondary school students: The use of the anchoring vignette method
2015: Comparative and International Education Society (CIES) 59th Annual Conference: Ubuntu! Imagining a Humanist Education Globally, Washington, USA
contribution: International comparisons of student perceptions on teacher’s classroom
management: improving comparability with the anchoring vignettes method
2014: European Society for Prevention Research (EUSPR) conference – Is an ounce of prevention still worth a pound of cure? The economics and value of prevention, Palma de Mallorca, Spain contribution: Cannabis use in different risk groups of Czech adolescents: possibilities and limits of universal prevention intervention
2013: Congress of the European Society for Biomedical Research on Alcoholism (ESBRA), Varsava contribution: Universal School-Based Prevention Intervention and Alcohol Use
2013: Measurement and Experimentation in the Social Sciences (MESS) workshop, Den Haag
contribution: Anchoring vignettes and response consistency
2013: International Association for the Evaluation of Educational Achievement (IEA) Conference, Singapore
contribution: Tracking Effects on Mathematics Achievement in the Czech Republic
2012: Measurement and Experimentation in the Social Sciences (MESS) workshop, Amsterdam contribution: Are HWB Measures Practical and Does the Participant Burden Associated with Different Measures Justify One or Another Measure?
2011: European Society for Prevention Research (EUSPR) conference - Synergy in prevention and health promotion: individual, community, and environmental approaches, Lisbon
contribution: The Unplugged School-Based Preventive Intervention: Evaluation of its Effects on Cannabis Use in Czech Adolescents with Different Individual Profiles
2011: Innovations in Internet Interviewing, 5th CentERdata conference, Oisterwijk
contribution: Anchoring vignettes: response consistency and order effects
2010: Conference of the Royal Statistical Society - Anchoring Vignettes in Social Science Research, London, UK
contribution: Is the anchoring vignettes method sensitive to the domain and choice of the vignette
2010: Workshop on Comparative International Research Based on HRS, ELSA and SHARE, Santa Monica, USA
contribution: Is the anchoring vignettes method sensitive to the domain and choice of the vignette
2010: European Conference on Health Economics, Helsinki
contribution: Is the anchoring vignettes method sensitive to the domain and choice of the vignette
2009: Netspar Pension Day Conference, Gilze Rijen, The Netherlands
contribution: Do anchoring vignettes make self-assessments more comparable? Validating the anchoring vignettes method for different domains with different vignettes
2009: A teacher in post-socialist countries, Lodz, Poland
contribution: What is the relationship between the manipulative behavior of the teacher and his personal characteristics: empirical analysis
2009: Labour Force Participation and Well-being of the 50+ Population, Utrecht, The Netherlands
contribution: How sensitive are retirement decisions to financial incentives: a stated preference analysis

Pedagogical activities

2021 – present

A guarantor of the bachelor’s and master’s programs in Educational Sciences, Faculty of Education, Charles University

2010 – present

Supervision of postdoc researchers, PhD candidates, and master and bachelor students, Faculty of Education, Charles University

Supervision of international postdoctoral researchers (graduates from King’s College London)
dr. Hasan Selcuk, project: The anchoring vignette method in educational research
dr. Arash Shahriari-Rad, project: The anchoring vignette method in educational research
dr. Jo-Yu Lee, project: Measurement of non-cognitive skills among students: the use of the anchoring vignette method

Mentor of beginning academic researchers
dr. Ondřej Papajoanu

Supervision of Ph.D. candidates
PhDr. Jan Hrabák, Ph.D. thesis: The anchoring vignette method and its use for increasing the comparability of self-assessments of ICT knowledge and skills
PhDr. Kateřina Králová, Ph.D. thesis: Student Self-assessment of English Language Level1
Angie Moore, M.A., thesis: Examining the impact of the perception of L1 and L2 English teachers on student motivation and anxiety in Czech secondary schools
Mgr. Irem Altinkalp, thesis: Every Child Deserves a Future: Understanding Syrian Refugee Children’s Perceptions on Inclusive Education in Turkey
Tamilka Bonjeer, thesis: Investigating the Sources of Gendered Patterns in STEM Educational Aspirations through the Lenses of the Expectancy-Value Theory: A Case Study of Ghana
Mgr. Martin Boško, thesis: The effect of a student's language background on the style of responding to PISA questionnaire items

Supervision of master and bachelor theses - more than 30 defended

2010 – present

Teaching PhD and master’s courses, Faculty of Education, Charles University
A Methodology of Educational Research (for both PhD and master students)
Evaluation in Education
The Development and Use of Achievement Tests
General Education and Didactics
Logic for Students of Social Sciences

2008 – 2011

Teaching master’s courses, Tilburg University, The Netherlands
Mathematics I (in English)
Quantitative Methods II (in English)
Orientatie Econometrie (in Dutch)

Selected Publications

IF Journals

Vonkova, H., Papajoanu, O., & Moore, A. (2024). Foreign language learning motivation and the socioeconomic status of Czech lower secondary students: An analysis of mediating factors. International Journal of Education Research, 124, 1-13. Article 102302. "https://doi.org/10.1016/j.ijer.2023.102302

Vonkova, H., Papajoanu, O., Bosko, M., & Mayerova, K. (2023). Analysing gender gaps in foreign language proficiency self-assessment in comparison to test performance among Czech students: the role of foreign language teachers and class grades. Journal of Multilingual and Multicultural Development, 1- 19. https://doi.org/10.1080/01434632.2023.2284381

Bonjeer, T., & Vonkova, H. (2023). Relationships Between Response Styles and the Hofstede and GLOBE Dimensions of Culture in a Sample of Adolescents From 33 Countries. Cross-Cultural Research. https://doi.org/10.1177/10693971231203759

Vonkova, H., Jones, J., Moore, A., Altinkalp, I., & Selcuk, H. (2021) A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations. System, 103. Article 102622. https://doi.org/10.1016/j.system.2021.102622

Vonkova, H., Papajoanu, O., & Kralova, K. (2021). Student Online Communication Skills: Enhancing the Comparability of Self-Reports Among Different Groups of Students. Education and Information Technologies.https://doi.org/10.1007/s10639-021-10685-y

Vonkova, H., Papajoanu, O., Stipek, J., & Kralova, K. (2021). Identifying accuracy of and exaggeration in self-reports of ICT knowledge among different groups of upper secondary school students using the overclaiming technique. Computers & Education, 164. Article 104112. https://doi.org/10.1016/j.compedu.2020.104112

Vonkova, H., Hrabak, J., Kralova, K., & Papajoanu, O. (2021). Developing a framework for the examination of anchoring vignette assumptions using cognitive interviews: A demonstration in the ICT skills domain. Field Methods, 33(4). https://doi.org/10.1177/1525822X21991281

Selcuk, H., Jones, J., & Vonkova, H. (2019). The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2019.1650781

Vonkova, H. (2019). Life Satisfaction Among Different Groups of Children: Self-Reports, Differential Scale Usage and Anchoring Vignettes. Child Indicators Research, 12(6), 2111-2136. https://doi.org/10.1007/s12187-019-09629-3

Vonkova, H., Papajoanu, O., & Stipek, J. (2018). Enhancing the cross-cultural comparability of self-reports using the overclaiming technique: An analysis of accuracy and exaggeration in 64 cultures. Journal of Cross- Cultural Psychology, 49(8), 1247-1268. https://doi.org/10.1177/0022022118787042

Vonkova, H., Zamarro, G., Hitt, C. (2018). Cross-country heterogeneity in students’ reporting behavior: The use of the anchoring vignette method. Journal of Educational Measurement, 55(1), 3-31. https://doi.org/10.1111/jedm.12161

Voňková, H., Bendl, S., & Papajoanu, O. (2017). How students report dishonest behavior in school: self- assessment and anchoring vignettes. Journal of Experimental Education, 85(1), 36-53. https://doi.org/10.1080/00220973.2015.1094438

Vacek, J., Vonkova, H., Gabrhelik, R. (2017). A successful strategy for linking anonymous data from students’ and parents’ questionnaires using self-generated identification codes. Prevention Science, 18(4), 450-458. https://doi.org/10.1007/s11121-017-0772-6

Voňková, H., & Hrabák, J. (2015). The (in)comparability of ICT knowledge and skill self- assessments among upper secondary school students: The use of the anchoring vignette method. Computers & Education, 85, 191- 202. https://doi.org/10.1016/j.compedu.2015.03.003

Kapteyn, A., Lee, J., Tassot, C., Vonkova, H., & Zamarro, G. (2015). Dimensions of subjective well-being. Social Indicators Research, 123(3), 625-660. https://doi.org/10.1007/s11205-014-0753-0

Miovský, M., Voňková, H., Gabrhelík, R., & Čablová, L. (2015). Cannabis use in children with individualized risk profiles: Predicting the effect of universal prevention intervention. Addictive Behaviors, 50, 110-116. https://doi.org/10.1016/j.addbeh.2015.06.013

Miovský, M., Voňková, H., Gabrhelík, R., & Štastná, L. (2015). Universality properties of school-based preventive intervention targeted at cannabis use. Prevention Science, 16(2), 189-199. https://doi.org/10.1007/s11121-013-0453-z

Van Soest, A., & Voňková, H. (2014). How sensitive are retirement decisions to financial incentives: A stated preference analysis. Journal of Applied Econometrics, 29(2), 246-264. https://doi.org/10.1002/jae.2313

Van Soest, A., & Voňková, H. (2014). Testing the Specification of Parametric Models Using Anchoring Vignettes. Journal of the Royal Statistical Society: Series A, 177(1), 115-133. https://doi.org/10.1111/j.1467-985X.2012.12000.x

Voňková, H., & Hullegie, P. (2011). Is the anchoring vignette method sensitive to the domain and choice of the vignette? Journal of the Royal Statistical Society: Series A, 174(3), 597-620. ISSN 0964-1998. https://doi.org/10.1111/j.1467-985X.2011.00704.x

Peer-reviewed Journals (international, local)

Voňková, H., Papajoanu, O., & Boško, M. (2022). Heterogenita ve způsobu odpovídání na dotazníkové položky u českých žáků v PISA 2012: analýza dle kraje, typu a velikosti školy [Heterogeneity in reporting behavior in surveys of Czech students in PISA 2012: Analysis according to region, type, and size of school]. Studia Paedagogica, 27(3), 127-159. https://doi.org/10.5817/SP2022-3-5

Papajoanu, O., & Vonkova, H. (2022). Metoda identifikace nadhodnocování vlastních znalostí ve výzkumu PISA: přehledová studie [The overclaiming technique in the PISA study: A review study]. Slavonic Pedagogical Studies Journal, 11(2), 192-212. https://doi.org/10.18355/PG.2022.11.2.2

Papajoanu, O., Vonkova, H., & Vlckova, K. (2021). Vztah motivace k učení se angličtině jako cizího jazyka se známkou z angličtiny, získáním vyznamenání na vysvědčení a aspirací studovat na gymnáziu u žáků základních škol [The relationship between lower secondary students’ English as a foreign language learning motivation and their grade in English, receiving a final report card with honors, and aspirations to study at a grammar school]. Studia Paedagogica, 26(3), 29-50.https://doi.org/10.5817/SP2021-3-2

Králová, K., Štípek, J., Voňková, H., & Papajoanu, O. (2020). Sebehodnocení motivace k učení se informačním a komunikačním technologiím: výsledky pilotního šetření mezi středoškolskými studenty [Self- assessment of motivation for information and communication technologies learning: results of a pilot study among secondary school students]. Slavonic Pedagogical Studies Journal, 9(1), 70-77. http://www.pegasjournal.eu/2020_09_01_08.html

Černochová, M., Voňková, H., Štípek, J., & Černá, P. (2018). How do learners perceive and evaluate their digital skills? International Journal of Smart Education and Urban Society, 9(1), 37-47. https://www.igi- global.com/article/how-do-learners-perceive-and-evaluate-their-digital-skills/193229

Bendl, S., Vonkova, H., Papajoanu, O., & Vankatova, E. (2018). An examination of different methodological approaches in student school behavior research: The issue of the incomparability of student self-assessments. Pedagogická orientace / Journal of the Czech Pedagogical Society, 28(4), 627-662. https://journals.muni.cz/pedor/article/view/11440/10225

Voňková, H., Papajoanu, O., & Bendl, S. (2016). Aplikace metody ukotvujících vinět v pedagogickém výzkumu: přehled literatury a metodologická doporučení [Applying the anchoring vignette method in educational research: Literature review and methodological recommendations]. Pedagogická orientace / Journal of the Czech Pedagogical Society, 26(3), 537-559. https://journals.muni.cz/pedor/article/view/6138/5511

Brož, F., & Voňková, H. (2015/2016). K testu jazykových dovedností žáků 6. ročníků v projektu CloSE. Český jazyk a literatura, 66(1), 27-33. ISSN 0009-0786. http://www.cjl.spn.cz/obsah-a-aktuality.php

Voňková, H., & Hrabák, J. (2015). Řešení nesrovnatelnosti hodnocení ICT znalostí a dovedností žáků skrze ukotvující viněty [Tackling the incomparability of assessments of pupils’ ICT knowledge and skills by using anchoring vignettes]. Pedagogika, 65(3), 274-291. https://pages.pedf.cuni.cz/pedagogika/?p=11254&lang=en

Gabrhelík, R., Orosová, O., Miovský, M., Voňková, H., Berinšterová, M., & Minařík, J. (2014). Studying the Effectiveness of School-Based Universal Prevention Interventions in the Czech Republic and Slovakia. Adiktologie, 14(4), 403-408. https://adiktologie-journal.eu/journal-archive/2014-2/4-2014/

Voňková, H. (2013). Subjektivní hodnocení problémů s pohybem: Užití parametrického modelu metody ukotvujících vinět [Subjective assessments of problems with moving around: Use of the parametric model of the anchoring vignette method]. Orbis Scholae, 7(1), 49-66. https://doi.org/10.14712/23363177.2015.25

Bendl, S., Voňková, H., & Zvírotský, M. (2013). Impact of the Bologna process two-cycle implementation on teacher education in the Czech Republic. Pedagogická orientace, 23(6), 767-785. http://dx.doi.org/10.5817/PedOr2013-6-767

Bendl, S., Voňková, H., & Zvírotský, M. (2013). The Bologna process and teacher training in the Czech Republic: Opinions of academic staff and students about the two-cycle system implementation at the Faculty of Education of the Charles University in Prague. The New Educational Review, 32(2), 301-312. https://tner.polsl.pl/dok/volumes/tner_2_2013.pdf

Voňková, H. (2012). Metoda ukotvujících vinět a možnosti využití v pedagogice [Anchoring vignettes method and possibilities of its use in educational science]. Orbis Scholae, 6(1), 27-40. https://doi.org/10.14712/23363177.2015.47

Lávičková, J., Gabrhelík, R., & Voňková, H. (2012). Kombinace opiodních analgetik na lékařský předpis s alkoholem nebo jinou návykovou látkou [Combination of prescribed opioid analgesics with alcohol or another illegal drug]. Adiktologie, 12(2), 80-88. https://www.addictology.cz/journal-archive/2012-2/2-2012/

Bendl, S., & Voňková, H. (2010). Využití pojmových map ve výuce pedagogiky [Use of concept maps in teaching pedagogy]. Pedagogická orientace, 20(1), 16-38. https://journals.muni.cz/pedor/article/view/1345

Bendl, S., & Voňková, H. (2010). Vztah mezi (ne)manipulativním a viktimizačním jednáním učitele a jeho vybranými charakteristikami [Relationship between teacher (non)manipulative and victimizing behaviours and some teacher characteristics]. Pedagogika.sk, 1(4), 294-318. http://www.casopispedagogika.sk/rocnik-1/cislo-4/Bendl%20-%20Vonkova%20PG.pdf

Bendl, S., & Voňková, H. (2010). Teachers’ opinions on manipulation of children in relationship adults - children. Studia Edukacyjne, 12, 113-130. http://cse.amu.edu.pl/wp-content/uploads/2018/06/12.pdf

Books

Voňková, H. (2017). Metoda ukotvujících vinět a její využití v pedagogickém výzkumu [The anchoring vignette method and its use in educational research]. Praha: Univerzita Karlova v Praze – Pedagogická fakulta. ISBN 978-80-7290-954-4

Bendl, S., Voňková, H., Zvírotský, M. (2013). Boloňský proces a jeho dopady na strukturovaná studia učitelství [Bologna process and its impact on two-cycle teacher training]. Praha: Univerzita Karlova v Praze – Pedagogická fakulta. ISBN 978-80-7290-703-8

Chapters in books

Voňková, H. (2011). Příprava učitelů a pedagogická praxe v Nizozemsku [Student teachers preparation and their pedagogical practice in the Netherlands]. In S. Bendl, et al. (Ed.), Klinická škola: místo pro výzkum a praktickou přípravu budoucích učitelů [Clinical School: Place for Research and Training of Prospective Teachers] (s. 386-401). Praha: Univerzita Karlova v Praze – Pedagogická fakulta. ISBN 978-80-7290-517-1

Vonkova, H., Cernochova, M., Selcuk, H., Hrabak, J., & Kralova, K. (2019). The application of anchoring vignettes in the analysis of self-assessment of ICT skills: A pilot study among Czech secondary school students. In D. Passey, R. Bottino, C. Lewin, & E. Snachez (Eds.), Open Conference on Computers in Education 2018: Empowering Learners for Life in the Digital Age (pp. 243-252). Cham: Springer International Publishing. ISBN 978-3-030-23512-3

Bendl, S., Voňková, H. (2010). Działanie manipulacyjne nauczyciela a jego cechy osobiste. Analiza empiryczna. In A. Wróbel (Ed.), Nauczyciel w krajach postsocjalistycznych jako sprawca i ofiara manipulacji (s. 141-170). Łódź: Wydawnictwo Uniwersytetu Łódzkiego. ISBN 978-83-7525-489-1

Peer-reviewed Conference Proceedings (selected)

Boško, M., Voňková, H., Papajoanu, O. & Moore, A. (2023). A comparison of response styles between different groups of Czech and New Zealand students participating in PISA 2018. In N. Popov et al. (Eds.), BCES Conference Books (Volume 21), Recovering Education: Using the Experiences and Learning Acquired to Build New and Better Education Systems (pp. 55-60). Bulgarian Comparative Education Society (BCES), Sofia, Bulgaria. ISBN 978-619-7326-14-7

Boško, M., Papajoanu, O., Moore, A. & Voňková, H. (2023). Examining paradoxical associations between students’ questionnaire responses and their achievement across PISA cycles: The case of teacher support. In N. Popov et al. (Eds.), BCES Conference Books (Volume 21), Recovering Education: Using the Experiences and Learning Acquired to Build New and Better Education Systems (pp. 124-130). Bulgarian Comparative Education Society (BCES), Sofia, Bulgaria. ISBN 978-619-7326-14-7

Papajoanu, O., Boško, M., Voňková, H., & Moore, A. (2023). Student overclaiming of knowledge in relation to excessive strictness of teachers: The use of the overclaiming technique. In R. Švaříček & H. Voňková (Eds.), Pedagogický výzkum a proměny vzdělávání (s. 18-20). Masarykova univerzita. ISBN 978-80-280-0359-3

Boško, M., Voňková, H., Papajoanu, O., & Moore, A. (2023). Speeding in the PISA 2018 student questionnaire: A case of Prague basic school students. In R. Švaříček & H. Voňková (Eds.), Pedagogický výzkum a proměny vzdělávání (s. 21-23). Masarykova univerzita. ISBN 978-80-280- 0359-3

Vonkova, H., Papajoanu, O., Moore, A., & Bosko, M. (2022). Questionnaire item response times and claiming impossible knowledge: An analysis using the overclaiming technique. In H. Kratochvilova & R. Kratochvil (Eds.), Proceedings of IAC 2022 in Vienna 2022 (s. 140-144). Vienna, Czech Institute of Academic Education. ISBN 978-80-88203-30-8

Vonkova, H., Papajoanu, O., Moore, A., & Bosko, M. (2022). Exploring student-reported socioeconomic status and English as a foreign language family activities. In H. Kratochvilova & R. Kratochvil (Eds.), Proceedings of IAC 2022 in Vienna (s. 145-151). Vienna, Czech Institute of Academic Education. ISBN 978-80-88203-30-8

Moore, A., Vonkova, H., & Altinkalp, I. (2022). Examining the relationship between exposure to English in non-language classes and motivation to use English during free time activities. In N. Popov et al. (Eds.), BCES Conference Books (volume 20), Towards the Next Epoch of Education. (s. 124-129). Bulgarian Comparative Education Society. ISBN 978-619-7326-12-3

Altinkalp, I., Vonkova, H., & Moore, A. (2022). The Policy of inclusion: A comparative analysis of refugee education policies in Germany and Turkey. In N. Popov et al. (Eds.), BCES Conference Books (volume 20), Towards the Next Epoch of Education. (s. 94-100). Bulgarian Comparative Education Society. ISBN 978-619-7326-12-3

Voňková, H., Papajoanu, O., Hrabák, J., & Bendl, S. (2022). Metoda ukotvujících vinět v pedagogickém výzkumu: formulace ukotvujících vinět u vybraných konceptů [The anchoring vignette method in educational research: formulating vignettes for selected concepts]. In I. Žlábková (Ed.), Síťování (networking) v pedagogickém výzkumu. Sborník z XXIV. konference České asociace pedagogického výzkumu (s. 23-33). Jihočeská univerzita v Českých Budějovicích, Pedagogická fakulta.

Altinkalp, I., & Voňková, H. (2022). Syrian refugee children and formal education: challenges of their language education in Turkey. In R. Švaříček & H. Voňková (Eds.), Proměny výchovy a vzdělávání a jejich reflexe v pedagogickém výzkumu. Sborník příspěvků XXX. výroční konference České asociace pedagogického výzkumu (s. 207-210). Masarykova Univerzita. ISBN 978-80-280- 0090-5

Moore, A., & Vonkova, H. (2022). Lower secondary students participation in non-language classes in English and self-reported indicators of socio-economic status. In R. Švaříček & H. Voňková (Eds.), Proměny výchovy a vzdělávání a jejich reflexe v pedagogickém výzkumu. Sborník příspěvků XXX. výroční konference České asociace pedagogického výzkumu (s. 179-181). Masarykova Univerzita. ISBN 978-80-280-0090-5

Voňková, H., Vlčková, K., & Papajoanu, O. (2022). Výzkum učení a vyučování cizích jazyků v čr: přehled zaměření odborných knih, rigorózních a disertačních prací od roku 2014. In R. Švaříček & H. Voňková (Eds.), Proměny výchovy a vzdělávání a jejich reflexe v pedagogickém výzkumu. Sborník příspěvků XXX. výroční konference České asociace pedagogického výzkumu (s. 155-158). Masarykova Univerzita. ISBN 978-80-280-0090-5

Štípek, J., Voňková, H., & Králová, K. (2022). Časy na zodpovězení otázek v testu z angličtiny u žáků studujících nejazykové předměty v angličtině. In R. Švaříček & H. Voňková (Eds.), Proměny výchovy a vzdělávání a jejich reflexe v pedagogickém výzkumu. Sborník příspěvků XXX. výroční konference České asociace pedagogického výzkumu (s. 33-35). Masarykova Univerzita. ISBN 978-80-280-0090-5

Voňková, H., & Boško, M. (2022). Tendence k volbě extrémních škálových kategorií českými žáky: vybrané výsledky z PISA 2012. In R. Švaříček & H. Voňková (Eds.), Proměny výchovy a vzdělávání a jejich reflexe v pedagogickém výzkumu. Sborník příspěvků XXX. výroční konference České asociace pedagogického výzkumu (s. 27-29). Masarykova Univerzita. ISBN 978-80-280- 0090-5

Voňková, H., Papajoanu, O. & Lee, J. (2021). Analyzing the differences in the reporting of familiarity with (mathematical) items with focus on Asian countries. In R. Švaříček & H. Voňková (Eds.), Na cestě ke spravedlnosti ve vzdělávání: pedagogický výzkum pro lepší praxi a politiku. Sborník z XXIX. konference České asociace pedagogického výzkumu (s. 38-41). Brno: MSD Brno pro Masarykovu univerzitu. ISBN 978- 80-7392-367-9

Papajoanu, O., & Voňková H. (2021). Srovnání úrovně motivace k učení se anglickému jazyku u českých žáků na základě jejich pohlaví: výsledky pilotní studie [A comparison of English as a foreign language learning motivation among Czech students based on their gender: the results of a pilot study]. In R. Švaříček & H. Voňková (Eds.), Na cestě ke spravedlnosti ve vzdělávání: pedagogický výzkum pro lepší praxi a politiku. Sborník z XXIX. konference České asociace pedagogického výzkumu (s. 294-297). Brno: MSD Brno pro Masarykovu univerzitu. ISBN 978-80-7392-367-9

Štípek, J., Voňková, H., Papajoanu, O. & Králová, K. (2021). Vztah mezi hodnocením vlastních znalostí angličtiny a výsledkem v testu z angličtiny: kolik času potřebují žáci na odpovědi [The relationship between student English as a foreign language skills self‐assessment and their results on English achievement test: How much time does it take for students to respond]. In R. Švaříček & H. Voňková (Eds.), Na cestě ke spravedlnosti ve vzdělávání: pedagogický výzkum pro lepší praxi a politiku. Sborník z XXIX. konference České asociace pedagogického výzkumu (s. 50-53). Brno: MSD Brno pro Masarykovu univerzitu. ISBN 978- 80-7392-367-9

Moore, A., & Vonkova, H. (2021). Use of arts-integrated multimodal technology in the English as a foreign language classroom to engage student creativity and enhance motivation and achievement. In L.G. Chova, A. L. Martínez, & I.C. Torres (Eds.), INTED2021 Proceedings, 15th International Technology, Education and Development Conference (pp. 1841-1847). Valencia: IATED Academy. ISBN 978-84-09-27666-0

Vonkova, H., Moore, A., Kralova, K. & Lee J. (2021). English as a Foreign Language and Motivation for Learning: A Comparative Perspective. In N. Popov et al. (Eds.), BCES Conference Books (Volume 19), New Challenges to Education: Lessons from Around the World. (pp. 30-36). Bulgarian Comparative Education Society, Sofia, Bulgaria. ISBN 978-619-7326-11-6

Vonkova, H., & Moore, A. (2021). Motivation of students for English as a Medium of Instruction (EMI) and Content and Language Integrated Learning (CLIL): Current Research Foci in Different Countries. In N. Popov et al. (Eds.), BCES Conference Books (Volume 19), New Challenges to Education: Lessons from Around the World. (pp. 91-97). Bulgarian Comparative Education Society, Sofia, Bulgaria. ISBN 978-619-7326-11-6

Papajoanu, O., Vonkova H., & Stipek, J. (2021). Examining the differences in student self-assessment of their skills in English as a foreign language: A pilot study Comparing Male and Female Lower Secondary Students. In N. Popov et al. (Eds.), BCES Conference Books (Volume 19), New Challenges to Education: Lessons from Around the World. (pp. 289-294). Bulgarian Comparative Education Society, Sofia, Bulgaria. ISBN 978-619- 7326-11-6

Shahriari-Rad, A., Selcuk, H., & Vonkova, H. (2019). Identifying strategies used for improvement of self- assessment skills for EFL learners. In L.G. Chova, A.L. Martinez, & I.C. Torres (Eds.), Proceedings of INTED 2019 Conference (pp. 5074-5083). Valencia: INTED. ISBN: 978-84-09-08619-1

Voňková, H., Papajoanu, O., Černá, P. Hrabák, J., & Vaňkátová, E. (2019). Metodologické přístupy k řešení heterogenity ve stylu odpovídání na (dotazníkové) položky u různých skupin žáků [Methodological approaches for reduction of the heterogeneity in reporting behavior among different groups of students]. In A. Jůvová & T. Čech (Eds.), Škola pro všechny – Interdisciplinarita ve školní edukaci a pedagogických vědách (pp. 43-54). Brno: Česká pedagogická společnost a Univerzita Palackého v Olomouci. ISBN 978-80-905245- 9-0

Selcuk, H., Jones, J. & Vonkova, H. (2019). The use of Google Translate as an ICT tool in web-based collaborative writing: Self-reported accounts of EFL learners. In H. Kratochvilova & R. Kratochvil (Eds.), Proceedings of IAC 2019 in Vienna (pp. 74-80). Prague: Czech Institute of Academic Education. ISBN 978- 80-88203-11-7

Voňková, H., Štípek, J., Cernochova, M., Selcuk, H., Hrabák, J. & Králová, K. (2019). The relationship between ICT self-efficacy and ICT skills and activities: A pilot study among Czech upper secondary school students. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 421-427). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).

Papajoanu, O., Kralova, K., Vonkova, H., & Stipek, J. (2019). Examining the assessment of anchoring vignettes in different Information and Communication Technology competence domains: The results of a pilot study among upper-secondary students. In N. Popov et al. (Eds.), BCES Conference Books (Volume 17), Glocal Education in Practice: Teaching, Researching, and Citizenship (pp. 203-209). Bulgarian Comparative Education Society, Sofia, Bulgaria. ISBN 978-619-7326-08-6

Voňková, H., Bendl, S., & Papajoanu, O. (2015). Možnosti využití metody ukotvujících vinět při měření podvádění žáků ve školách [The possibilities of using the anchoring vignette method for measuring students’ cheating]. In D. Šafránková, L. Podroužek, & J. Slowík (Eds.), Etické a sociální aspekty v oblasti vzdělávání a pedagogickém výzkumu. Sborník z XXIII. Konference České asociace pedagogického výzkumu (s. 26-35). Plzeň: Západočeská univerzita. ISBN 978-80-261-0551-0

Hrabák, J., & Voňková, H. (2014). Možnosti využití metody ukotvujících vinět při zjišťování ICT znalostí a dovedností [Possibilities of using the anchoring vignette method in ICT knowledge and skills assessments]. In J. Poláchová Vašťátková & E. Dvořáková Kaněčková (Eds.), Pedagogický výzkum: spojnice mezi teorií a praxí. Sborník z XXII. ročníku konference České asociace pedagogického výzkumu (s. 138-146). Olomouc: Agentura Gevak. ISBN 978-80-86768-90-8

Voňková, H., & Šrámková, E. (2013). Zjišťování porozumění textu v angličtině: Jaké možnosti dává využití metody ukotvujících vinět? [Research on understanding text in English: What can be gained by using anchoring vignette method?] In L. Círus (Ed.), Efektivita vzdělávání v proměnách společnosti: Sborník příspěvků XXI. celostátní konference České asociace pedagogického výzkumu (s. 92-97). Ústí nad Labem: Univerzita J. E. Purkyně. ISBN 978-80-7414-602-2

Voňková, H. (2012). Metoda ukotvujících vinět a předcházející metodologické a statistické přístupy [Anchoring vignette method and previous methodological and statistical approaches]. In V. Ježková (Ed.), Kvalita ve vzdělávání: Sborník příspěvků z XX. výroční konference České asociace pedagogického výzkumu (s. 100-108). Praha: Univerzita Karlova. ISBN 978-80-7290-620-8

Bendl, S., & Voňková, H. (2011). Hodnocení strukturovaného studia učitelství studenty Univerzity Karlovy v Praze – Pedagogické fakulty [Evaluation of the new two-stage teacher training by students at Charles University in Prague – Faculty of Education]. In O. Kaščák, & B. Pupala (Eds.), Škola – statistický element v sociálnej dynamike (s. 200-206). Bratislava: Lura Edition. ISBN 978-80-8078-459-1

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