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MacGregor, Stephen, Brown, Chris, Flood, Jane. Exploring the role of positive leadership for mobilizing innovative practices : a social network approach. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 31–48.

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Froehlich, Dominik E., Beausaert, Simon, Segers, Mien. Similarity-attraction theory and feedback-seeking behavior at work : how do they impact employability?. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 77–96.

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Šalamounová, Zuzana, Langer-Osuna, Jennifer M.. Editorial. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 5–9.

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Kamm, Chantal, Gebhardt, Anja. Risk patterns and bounded agency in vocational orientation. Studia paedagogica. 2019, vol. 24, iss. 2, pp. 11–31.

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Bjøru, Anne-Mette. Upper secondary school in Norway : discourses about dropout in White papers. Studia paedagogica. 2019, vol. 24, iss. 2, pp. 137–150.

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Ohlemann, Svenja, Driesel-Lange, Katja. A latent profile analysis of career competence in German vocational schools. Studia paedagogica. 2019, vol. 24, iss. 2, pp. 33–57.

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Neuenschwander, Markus P., Hlaďo, Petr. Transitions in educational contexts : editorial. Studia paedagogica. 2019, vol. 24, iss. 2, pp. 5–9.

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Novotný, Petr, Brücknerová, Karla, Juhaňák, Libor, Rozvadská, Katarína. Driven to be a non-traditional student : measurement of the academic motivation scale with adult learners after their transition to university. Studia paedagogica. 2019, vol. 24, iss. 2, pp. 109–135.

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Hlaďo, Petr, Lazarová, Bohumíra, Hloušková, Lenka. Career adaptability of vocational education and training graduates in the period of prospective school-to-work transition. Studia paedagogica. 2019, vol. 24, iss. 2, pp. 59–83.